Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.5 first-letter Media Special Talk User User talk Wikiversity Wikiversity talk File File talk MediaWiki MediaWiki talk Template Template talk Help Help talk Category Category talk School School talk Portal Portal talk Topic Topic talk Collection Collection talk Draft Draft talk TimedText TimedText talk Module Module talk Event Event talk 4 28 2812785 2812746 2026-06-04T15:57:58Z Codename Noreste 2969951 /* Draft inactivity policy */ new topic ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2812785 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) 2v2y5nzxjyprp4g4fm2yzrq70c7j4gn 2812786 2812785 2026-06-04T17:55:30Z Koavf 147 /* Draft inactivity policy */ Reply 2812786 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == [[MediaWiki:Protectedpagetext#Protected edit request on 11 December 2025]] == I posted an edit request there 5 months ago, so I’ll be taking it to this page. [[Special:Contributions/&#126;2026-28640-56|&#126;2026-28640-56]] ([[User talk:&#126;2026-28640-56|talk]]) 23:33, 12 May 2026 (UTC) :What exactly is the problem? I don't understand what needs to change and why. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:35, 12 May 2026 (UTC) : Pinging @[[User:Atcovi|Atcovi]], @[[User:Jtneill|Jtneill]] and @[[User:Juandev|Juandev]] for further input. Someone is requesting a modification to [[MediaWiki:Protectedpagetext]] to use {{tlx|Protected page text}}, but we might need to discuss whether to use the template. In the meantime, I'll start a sandbox version of the protected page text template. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 23:19, 14 May 2026 (UTC) ::Sounds good -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:13, 15 May 2026 (UTC) :::+1 Jtneill. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:59, 19 May 2026 (UTC) == Proposal to rehost Wikinews here == As many of you know, and mentioned here at the Colloquium, our sister project Wikinews recently closed, with all 31 active editions made read-only. [[User:BigKrow]] has asked about the prospect of writing news stories here and I suggested that since we already have [[School:Journalism]] and some resources related to the [[:Category:Journalism|broader topic of journalism]]. I would like to propose that we have continued and indefinite space for {{w|citizen journalism}} by essentially repurposing Wikinews into a sub-project here. The only special infrastructure that Wikinews required was [[:mw:Extension:DynamicPageList]], which was deactivated and caused issues due to a lack of maintenance. I will add this proposal to the site banner, but I recognize that that may be a conflict of interest, so if anyone requests that I remove it, I will. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:30, 14 May 2026 (UTC) :I would like to see this conversation go for at least 30 days to establish a consensus. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) ===Votes=== *{{support}} as proposer (with BK's inspiration). I think that an ongoing experiment in citizen journalism is a fit and appropriate use of this site. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:35, 14 May 2026 (UTC) *{{support}}, hope to seeing ideas about this, and thank you @[[User:Koavf|Koavf]] [[User:BigKrow|BigKrow]] ([[User talk:BigKrow|discuss]] • [[Special:Contributions/BigKrow|contribs]]) 11:08, 14 May 2026 (UTC) *{{support}} Other than perhaps inflating the total number of pages reported, I see the idea of "practicing journalism" a worthy and relevant activity within the domain of Wikiversity. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:41, 14 May 2026 (UTC) *{{support}} Conditional on development of (a) community guidelines that ensure alignment with Wikiversity's purpose, and (b) clear, nested page-naming structures for projects. More detail below. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:48, 15 May 2026 (UTC) *{{contra}} This proposal doesn't seem interested in expanding educational materials in journalism, but rather in providing space and protection for Wikinews contributors. But this is contrary to the goals of Wikiversity, and I'm not sure it's a good idea, even with regard to WMF. If WMF decides to close a project and another community lets it run on its domain, that's a bit of an undermining of WMF's and the community's decisions. Given that Wikiversity has had several conflicts with other communities and WMF in its history, I'm against it.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 15 May 2026 (UTC) *{{contra}} This seems like a proposal to continue the mission of WikiNews, but not a proposal specifically to improve Wikiversity. I concur with Juandev's comments. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:29, 30 May 2026 (UTC) * {{oppose}} per above. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:05, 1 June 2026 (UTC) *{{oppose}} Wikiversity isn’t Wikinews and it also isn’t a dumping ground for anything not covered by other projects. It was already suggested, rather bafflingly, that Wikinews parasitize Wikipedia as a host. If it were allowed to freeload off of Wikiversity it would simply promote a view I and likely many others have— that Wikiversity (as it currently exists) has no standards and mostly just exists to host subpar content that wouldn’t be tolerated on any other Wikimedia site. Wikinews needs a new, non-Wikimedia host, and Wikiversity needs to get its act together by enforcing a minimum scope and standard for what it allows. --[[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:16, 4 June 2026 (UTC) ===Comments and questions=== :Definitely worthy of discussion, so I have no problem with the proposal in the sitenotice. :Initial questions: :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? :* What are "active editions"? :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? :* Are any changes to the scope of Wikinews proposed? :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[User:BigKrow/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:52, 14 May 2026 (UTC) :* Does this proposal include importing English Wikinews content e.g., to [[Wikinews]] subpages? ::*No, not at this time. :* What are "active editions"? ::*There were 30 other active editions of Wikinews in addition to English (e.g. [[:n:es:]]) at the time of universal closure (2026-05-04). :* How can Wikiversity navigate the concerns that lead to the closure of Wikinews? ::*One of the biggest issues was the problems with DPL, which is now irrelevant. Another was the lack of activity, which can be ameliorated by having it be part of an existing project instead of its own domain (e.g. some editions of Wikipedia host their own Wikinews already and those projects were not impacted by the closure). :* Are any changes to the scope of Wikinews proposed? ::*Not at this juncture. I would also propose as far as implemention goes that we would request a new namespace and that the material be more-or-less sequestered into its own ongoing project, like Wikijournal is or like the Cookbook and Wikijunior are at our sister [[:b:]]. :* How does [[Wikinews]] fit with the [[Wikiversity:Mission]]? What aligns well? Where might there be tension? :** e.g., I'm not sure that a page like [[Story/Manchester City moves two points behind Arsenal]] in and of itself will serve as an educational resource. ::*The process of citizen journalists practicing their craft in real-time and collaborating with others to do so is itself an education activity. We would essentially be hosting a real-time experiment in citizen journalism, online communities, and collaborative learning in addition to the prospect of spreading educational information from someone actually reading the news. I would propose that we could also make a more deliberate attempt to engage with learning <em>about</em> what does and doesn't work with collaborative news writing by experimentation (e.g. audio news, syndicating to other sites, incorporating freely-licensed news from other sources, writing hyper-local news, writing briefs versus longer-term reportage) and also seeing if the problems noted in the Task Force report that recommended closure can be overcome. Note that we have already done some local investigation about and learning about wiki-based journalism on Wikinews here at [[Journalism studies and Wikinews]]. We could continue that learning and refine the process, including incorporating journalism students from universities. As for tensions, Wikinews is the only sister project that must be done with a quick turn-around: if you take a long time to [[:s:|transcribe a book]], that's just how long it takes, but if you take a long time to write news, it ceases to be news entirely. Wikiversity has been a very slow-growing project that has definitely had some successes but has generally come together over a long period with most learning resources being individual passion projects (or sometimes, frankly, crankery) which would not work with collaborative news that requires more than just a single editor writing whatever he feels like. ::Please let me know any other questions/concerns and any other editors feel free to give your own perspective. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 06:13, 14 May 2026 (UTC) :::Thanks, Justin — it is food for thought. :::In attempting to understand how we've arrived here, I've summarised some of the background on this page: [[Wikinews]]. :::Perhaps it could be helpful to flesh out more of the vision / ideas / possibilities / challenges on that page? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:49, 14 May 2026 (UTC) :::*Having given it some thought, in principle, I support hosting [[citizen journalism]] on Wikiversity where it is clearly connected to a learning project and/or constitutes original research, both of which align strongly with [[Wikiversity:Mission|Wikiversity’s educational mission]]. :::*My chief concern is the potential for news content that is not clearly linked to the purpose of Wikiversity. To avoid this, some community-agreed guidelines would be prudent. These need not be overly restrictive; they should support boldness and experimentation while helping ensure alignment with Wikiversity's purpose. :::*Given the reported low and declining activity on Wikinews, it seems unlikely that English Wikiversity would be overwhelmed by an influx of news-related editing. My impression is that English Wikinews was the most active edition, but even so, many contributors are likely to disperse to other projects or cease editing altogether. A modest migration of interested editors to Wikiversity seems manageable. :::*At this stage, I do not think a dedicated namespace is necessary. Subpages under [[Wikinews]] or nested pages under relevant learning or research projects, or user-space draft pages should be suitable. I agree that [[Wikijournal]] offers a useful model, as do several existing course structures on Wikiversity. :::*I support [[User:Koavf]]’s suggestions about framing Wikinews activity explicitly around learning. This would create a distinctive space for experimenting with collaborative news production in ways that are pedagogically meaningful. I agree that the [[journalism studies and Wikinews]] project developed by David and Leigh Blackall through the University of Wollongong is an excellent example of the intersection between Wikiversity and Wikinews. The [[Wikinews]] page could evolve into a hub for such projects. :::*I've tidied the [[:Category:Wikinews|Wikinews category]] and merged some content into the [[Wikinews]] page. As part of a reinvigoration effort, please review these and related resources such as [[:Category:Journalism]] and [[School:Journalism]]. :::*A further argument in favour of this initiative is that Wikipedia explicitly excludes both news reporting and original research. So, there is value in maintaining spaces within the Wikimedia ecosystem where these forms of knowledge production can be openly developed and curated. Such work can, in turn, generate valuable evidence and source material that may later inform Wikipedia articles. :::*The closure of WMF-hosted Wikinews does not imply that open wiki-based news curation lacks value. Indeed, the closure documentation appears supportive of experimentation with alternative news models across Wikimedia projects, including through Wikipedia and Wikidata. In that context, Wikiversity seems a natural home for a Wikinews experiment, provided it is clearly grounded in learning and/or research. :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:39, 15 May 2026 (UTC) My understanding towards Wikinews' failure is that everything takes too long to be approved for the publish status, which means that any breaking news would have already become days-old stale news. Wikinews has a brand recognition (for right or wrong reasons) than Wikiversity and I wonder how effective Wikiversity can attract the "Wikinews refugees" to edit here. And just a quick note on the governance. Since each Wikiversity language operates independently, each language has to vote & adopt this proposal independently. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 13:47, 15 May 2026 (UTC) :Your assessment about Wikinews is partially correct. I referenced it earlier, but to be explicit, there is a [[:m:Proposal for Closing Wikinews|report by a task force on sister projects]] that outlines their concerns. There are a few, one of which was the nature of the staleness of news. Thanks also for clarifying that this proposal is only relevant to en.wv and is not binding or even proposed for other editions of Wikiversity. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 18:54, 15 May 2026 (UTC) *Note: I am not a regular here, and just visit Wikiversity for the WikiJournal project. Challenges of Wikinews included that it required timely reporting and fact-checking processes which differed greatly from the well-established ones in Wikipedia. Here in Wikiversity, there is the WikiJournal project, and that can take some some forms of journalism, just not breaking news reporting. I am in favor of salvaging parts of Wikinews if helpful. Could it, would it be feasible to adapt Wikijournal to accept some forms of news journalism, but just not the timed news reporting? For example, WikiJournal already is doing conference proceedings, and could likely do related event reports even months after the event ended. It could probably accept long-form investigative reporting, which is a sort of news that is not breaking news. I am not sure what the possibilities are, but I would prefer to build up systems that already work rather than import systems which had problems elsewhere. Thanks. [[User:Bluerasberry|<span style="background:#cedff2;color:#11e">''' Blue Rasberry '''</span>]][[User talk:Bluerasberry|<span style="cursor:help"><span style="background:#cedff2;color:#11e">(talk)</span></span>]] 19:17, 22 May 2026 (UTC) *:I agree that there are certain kinds of journalism that are perfectly valid and not time-bound like breaking news reporting, so that won't suffer from the issues noted before. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:15, 22 May 2026 (UTC) == [[Wikiversity:Deletion policy]] proposed as policy == {{archive top|Consensus to promote to an official policy. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:30, 1 June 2026 (UTC)}} [[Wikiversity:Deletions]] has been operating as a [[Wikiversity:Guidelines|guideline]]. It has been revised and moved to [[Wikiversity:Deletion policy]], consistent with naming conventions used across sister projects such as Wikipedia, Wikibooks, and Wikiquote. The speedy deletion criteria have also been updated for consistency with [[MediaWiki:Deletereason-dropdown]]. This proposal is for the page to be formally adopted as [[Wikiversity:Policies|Wikiversity policy]]. Community feedback is invited, including suggestions for further improvements that may strengthen the proposed policy. === Voting === *{{support}} Seems reasonable. If there's somehow something missed here, we can just amend it later. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:33, 18 May 2026 (UTC) *{{support}} I don't see any issues with the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:07, 18 May 2026 (UTC) === Comments === {{archive bottom}} == May 2026 Wikimedia Café meetups regarding the Wikimedia Foundation Annual Plan == <div class="border-box" style="background-color: var(--background-color-warning-subtle, #f8eaba); max-width: 875px; padding: 5px; border: 1px solid black; margin: 5px; color: var(--clr-dark)"> <div class="box" style="float:left; padding-top: 15px; padding-right: 15px;">[[File:Wikimedia Café logo in plain SVG format.svg|75px|alt=The logo for the Wikimedia Café]]</div> Hello! There will be two '''[https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9 Wikimedia Café]''' discussion opportunities during the last weekend of May. Both sessions will focus on the [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2026-2027 the 2026-2027 Wikimedia Foundation Annual Plan]. Participants may attend either or both sessions. #'''Saturday, 30 May 2026 at 15:00 UTC''' ([https://zonestamp.toolforge.org/1780153200 timestamp converter]), at a time friendly to the Americas, Africa, and Europe #'''Sunday, 31 May 2026 at 05:00 UTC''' ([https://zonestamp.toolforge.org/1780203600 timestamp converter]), at a time friendly to Asia and the Pacific Café participants are highly encouraged to read in advance [https://en.wikipedia.org/wiki/User:Sohom_Datta/annual_plan_guide at least this summary of the plan]. Optionally, Café participants are encouraged to read portions of the plan that interest them and [https://meta.wikimedia.org/wiki/Talk:Wikimedia_Foundation_Annual_Plan/2026-2027 ask questions or provide feedback on the Annual Plan talk page]. Please see the Café page for more information, including [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#May_2026_meetings_with_a_focus_on_Wikimedia_Foundation_Annual_Plan/2026-2027 tables of timestamp conversions for both sessions], [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#Agenda._This_will_be_an_approximately_1_hour_Caf%C3%A9_session,_and_is_extendible_for_an_additional_30_minutes_if_needed. the agenda], and [https://meta.wikimedia.org/wiki/Wikimedia_Caf%C3%A9#How_to_attend_the_session how to register]! <br /> [[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</div> <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 19:46, 21 May 2026 (UTC) == Vote now in the 2026 U4C election == <section begin="announcement-content" /> Eligible voters are asked to participate in the 2026 [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee|Universal Code of Conduct Coordinating Committee]] election. More information–including an eligibility check, voting process information, candidate information, and a link to the vote–are available on Meta at the [[m:Special:MyLanguage/Universal_Code_of_Conduct/Coordinating_Committee/Election/2026|2026 Election information page]]. The vote closes on 2 June 2026 at [https://zonestamp.toolforge.org/1780358400 00:00 UTC]. Please vote if your account is eligible. Results will be available by 14 June 2026. -- In cooperation with the U4C,<section end="announcement-content" /> [[m:User:Keegan (WMF)|Keegan (WMF)]] ([[m:User talk:Keegan (WMF)|talk]]) 17:15, 27 May 2026 (UTC) <!-- Message sent by User:Keegan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Global_message_delivery&oldid=30513860 --> == Create an autopatrolled user group? == I would like to propose creating the user group <code>autopatrolled</code> (autopatrolled user), in which for non-curators and non-custodians, their page creations and file uploads would be automatically marked as patrolled by the MediaWiki software. Custodians may grant the user group, at their discretion, to users who create good quality pages that do not need frequent patrolling. On a side note, the term {{tq|autopatroller}} would be used, but because we don't have non-curator/custodian patrollers (as we rely on curators and custodians to patrol), I suggest on using the term {{tq|autopatrolled user}}. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:31, 29 May 2026 (UTC) :'''Support''' re: the name, I don't really understand the reasoning, so I am '''neutral''' on that. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:45, 29 May 2026 (UTC) :: Regarding the name, this is because as we don't have the patroller user group, we rely on curators and custodians to patrol new pages and file uploads. Does that make sense? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:39, 29 May 2026 (UTC) :::Not really, but I don't think it's the most important thing. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:42, 29 May 2026 (UTC) :::: We'll decide on the name later. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 01:48, 30 May 2026 (UTC) :::::Oh, please don't let me stand in the way. I'm just not very smart, so don't hold up a matter on my account. I didn't want to derail the proposal, which is a fine and sensible one. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:16, 30 May 2026 (UTC) : '''Support''' - sounds like a good idea :* Suggest adding a draft section about this group to [[Wikiversity:Patrolling]]. There is a statement in the Introduction of the page that I'm not sure if its correct and at least could be improved: "Wikiversity also uses an autopatrol right, meaning trusted users' contributions are automatically marked as checked so patrollers can focus on reviewing newer or anonymous editors." :* Regarding autopatroller vs autropatrolled user, what terms are used on similar WMF wiki projects? : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:28, 30 May 2026 (UTC) ::# I would create a starting page about the user groups, with experienced editors expanding the page. A summarized part of that page would also be added to [[Wikiversity:Patrolling]]. ::# For a similar example, English Wikipedia uses the term {{tq|Autopatrolled}}, just that term only. :: [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:22, 30 May 2026 (UTC) == How much of Wikiversity’s content is LLM slop? == Because it seems like a non-trivial amount, along with AI slop images as well. Is there some kind of AI cleanup project established yet? [[User:Dronebogus|Dronebogus]] ([[User talk:Dronebogus|discuss]] • [[Special:Contributions/Dronebogus|contribs]]) 01:20, 4 June 2026 (UTC) :We have discussed AI but I don't know of any explicit initiative to find and delete AI-generated noise. Individual modules have been deleted for having been made by AI. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:50, 4 June 2026 (UTC) == Draft inactivity policy == I created [[Wikiversity:Inactivity policy]] as a start. Any experienced Wikiversity user may feel free to expand it. This is also one-to-two step(s) towards opting out of the [[m:Admin activity review|AAR process]]. However, I made a bold change to reduce the response timeframe from one month to two weeks. In addition, should we reduce the inactivity timeframe to one year? For the latter, most projects use that timeframe and I suggested this for consistency. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:57, 4 June 2026 (UTC) :I support those suggestions. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:55, 4 June 2026 (UTC) p9w6s50cl69odq27vb3o00udmdb8ci8 4 1522 2812819 2791762 2026-06-05T11:39:10Z Jtneill 10242 Adding some info from [[Wikiversity:Notices for custodians]] 2812819 wikitext text/x-wiki {{Shortcut|WV:CHAT}} <!--{{Wikiversity organization}}--> ''For [[w:real-time|real-time]] chat with other Wikiversity users, see [[Wikiversity:Discord]].'' Several [[w:Internet Relay Chat|Internet Relay Chat]] ([[wikt:IRC|IRC]]) channels located on the Libera Chat network are also available but less frequently used. * Join us on IRC channel [[irc:wikiversity|#wikiversity]] to coordinate activities in real time. * View recent changes in real time on IRC channel [[ircrc:en.wikiversity|#en.wikiversity]]. Review [[meta:IRC]] for more information. === Web based versions === * https://web.libera.chat/?channel=#wikiversity * https://web.libera.chat/?channel=#wikimedia-stewards See [[meta:IRC/Channels]] for additional channels == IRC client software == *To Chat on IRC, you will need some type of [[w:Internet Relay Chat|IRC client]]. See the [[w:Comparison of Internet Relay Chat clients|Comparison of Internet Relay Chat clients]] at Wikipedia. *Note that IRC needs more care to maintain anonymity than Wiki editing does - details on this at [[m:IRC cloaks]] and [[w:Wikipedia:IRC channels]] '''Sister projects:''' *[[irc:wikimedia|#wikimedia]] is for discussion of [[w:Wikimedia Foundation|Wikimedia Foundation]] issues. *[[irc:wikimedia-tech|#wikimedia-tech]] is for discussion of technical issues relating to the Wikimedia servers. *[[irc:wikimedia-toolserver|#wikimedia-toolserver]] is for discussion of technical issues relating to the [[meta:Toolserver|Toolserver]]. :'''''Important:''' It is a suggested [[meta:IRC/Guidelines|Wikimedia meta-wiki guideline]] that [[meta:IRC channels]] prohibit the publishing of chat logs publicly. Wikiversity needs a policy for #wikiversity.'' *Wikimedia's '''[[m:IRC/Guidelines|channel guidelines]]''' describes rules that all Wikimedia project channels should follow. == Netiquette == Much has been said about how to behave in chatrooms. ''See [[w:Netiquette|Netiquette]] and [[m:IRC guidelines|IRC guidelines]].'' == See also == * [[Wikiversity:Discord]] * More [[meta:IRC|details]] are on [[meta:Main page|Meta]]. * [[Meta:IRC channel cloaks]] provide information about obtaining a hostmask cloak. * [[irc:wikiversidad|#wikiversidad]] - Chat for the Spanish language Wikiversity * [[w:Wikipedia:IRC tutorial|IRC tutorial]] at Wikipedia * [[b:Internet Technologies/IRC|IRC]] at Wikibooks ==External links== * [http://www.ircbeginner.com/ircinfo/emoticons.html IRC emoticons for beginners] {{About Wikiversity}} [[Category:Wikiversity communication]] [[Category:Wikiversity community projects]] [[Category:Proposed policies]] 3dwf4huvgjmlh5jughqhgasvu94w5rq 4 1786 2812817 2812447 2026-06-05T11:31:11Z Jtneill 10242 /* Deleting subpages */ new topic ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2812817 wikitext text/x-wiki {{/Header}} == 2FA requirement for bureaucrats == Per [[Special:ListGroupRights#bureaucrat]] and per [[phab:T423120|T423120]], you'll notice that two-factor authentication is required to use bureaucrat permissions (and will soon be enforced). Our existing bureaucrats should take a moment to verify and utilize two-factor authentication. Thank you. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 22:31, 27 May 2026 (UTC) : Thanks for the reminder. Bureaucrats should have received emails. I switched it on recently. Relatively painless and hasn't disrupted workflow, so seems to be well implemented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:13, 28 May 2026 (UTC) ::Yes, I turned this on. I would highly recommend that anyone with rights (custodians, curators, etc.) enable this. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:42, 30 May 2026 (UTC) == Redundant user rights == I recently changed the user rights for community approved custodians and bureaucrats per consensus. I just realized that I removed curator for Atcovi when adding 'crat thinking that curator was redundant. I then realized that I haven't been consistent about removing old bits. I don't have a strong opinion on this. Just asking. Should curator rights be removed when adding custodian or 'crat? I've never been a curator and don't currently have that bit set. Some accounts still have curator with other rights and others (like mine) don't. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:00, 31 May 2026 (UTC) :If someone steps down as bureaucrat but wants to remain a custodian/curator, then having those rights as well ensures that they won't be accidentally removed. This exact scenario just happened on another wiki where I am a bureaucrat. It can't hurt to have the redundant ones, if you ask me. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:02, 31 May 2026 (UTC) ::[[Special:ListUsers/bureaucrat|Currently]], all the 'crats have custodian; Koavf additionally has curator, which none of the other 'crat accounts have. PieWriter, MathXplore, and Koavf are the only custodians to also have curator. [https://en.wikiversity.org/wiki/Special:ListUsers?username=&group=sysop&wpsubmit=&wpFormIdentifier=mw-listusers-form&limit=50] I propose that we should either a) add curator to all 'crats and custodians or b) remove the redundant bit from all accounts. I don't have a preference, I'm just advocating for consistency and clarity. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:49, 31 May 2026 (UTC) ::: I lean more on removing the curator bit from all custodians and bureaucrats, as custodians themselves have most, if not all curator user rights, followed by some additional user rights. I planned to remove the curator bit from custodians and to leave a note here about my action(s) for review, until I saw this message. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 00:54, 31 May 2026 (UTC) :::: I'm inclined to follow the [[w:Principle of least privilege]] and remove redundant bits. A custodian or 'crat doesn't need curator. Granting these bits later should be no big deal. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:13, 31 May 2026 (UTC) : Agree with principles of simplicity and consistency. Plus that agreed practice should be documented. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:18, 31 May 2026 (UTC) {{ping|Atcovi|PieWriter|MathXplore|Koavf}} Pinging contributors who may have an interest in discussion. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 01:59, 31 May 2026 (UTC) :I'm okay with whatever. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 02:19, 31 May 2026 (UTC) : Removing the curator is OK. [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:33, 31 May 2026 (UTC) :Seems fine to me [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:37, 31 May 2026 (UTC) : {{done}} for all three above. Atcovi already removed his own curator rights as it was redundant to custodian rights. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 14:59, 31 May 2026 (UTC) == Deleting subpages == What script do you suggest for deleting a large number of subpages? I found: * [[Wikipedia:User:Splarka/ajaxbatchdelete.js]] * [[Wikisource:User:George Orwell III/ajaxbatchdelete.js]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:31, 5 June 2026 (UTC) m4c2ql3ctms5w81spr3lggwhoaub4qy 4 1791 2812792 2812322 2026-06-04T21:49:13Z Atcovi 276019 /* Undeletion request */ note done 2812792 wikitext text/x-wiki {{/header}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) :{{ping|Saltrabook}} I'm wondering if you can respond here to help us decide about whether to delete the IMHA Research Archives sub-pages or perhaps move them to your user space? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:58, 17 May 2026 (UTC) : [[Special:Diff/2811248]] provides confirmation from Saltrabook to go ahead and delete these archives -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:56, 23 May 2026 (UTC) == Undeletion request == {{archive top|'''Not done''' - discussion has been opened for over a month with no proper explanation as to why the page in question should be undeleted + author of the page failed to address any relevant arguments. I'd suggest reading [[Wikiversity:What is Wikiversity?]] and [[Wikiversity:Verifiability]] to find ways on how you can contribute to this site productively. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:49, 4 June 2026 (UTC)}} It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) :Page: [[Is it likely that Earth has been visited by aliens millions of years ago?]] :Ping: [[User:Atcovi|Atcovi]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:21, 11 April 2026 (UTC) :There is no need for a discussion for straight garbage-level, pseudoscientific content. :For '''Is it likely that Earth has been visited by aliens millions of years ago?''', the flaws for this page wouldn't even take someone more than a few minutes to assess: :* Essentially, the "pro" arguments unproven claims being derived from irrelevant, established facts (basically: "it is likely aliens have came because Earth has existed for so long [sources proving Earth's longevity]"). These are not serious, scientifically-backed arguments - these are non sequiturs. It's as if I said Wikipedia has existed longer than my existence on Earth ([https://d1wqtxts1xzle7.cloudfront.net/74351725/eyJoIjogImZiODhmYzNkODU1N2UxMWExYzUyODJiYzgzZTRmZDM4OTBjODY5YWMzMjA3NDNmOWEyZTA0ZTU3ZGYwZjAyYTkiLCAidSI6ICJodHRwczovL3B1cmUuaHZhLm5sL3dz-libre.pdf?1636354596=&response-content-disposition=inline%3B+filename%3DCritical_Point_of_View_A_Wikipedia_Reade.pdf&Expires=1775872055&Signature=GqbUZboYRvUYWi~aW40LT5eZSHrLuDL3o0-DxAH8vSvcJcGAuyByZWLF2oHTY6GlB72TqvZxpE-v9d4gvsA6myriYqO~QQQZgWxjT2JXjUWC-yiPcTF4l~lroJSi4dY0v9eKiBcU03l-aeUdrX8~UPfi0TfW0IhsmzH-VBR6X6FrzRpIqc6uM6n9YXfr5FRB3aCqqokU690af3n0Hguaub1Zgmh9qjYYqzBS0VOOHjKTTEQnDuadX3jl5CQeXYTaeCC3H0hMeVwHlratbrnuFEKC1aN0-5znCUoSzMEg21ECzGPTrSDM1W05dcK-u0ZTCeUGKAuC-2yRFL3sY46MIw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=157 reputable source proving ''this'' fact]), therefore it's likely that my birth took place solely for the sake of me experiencing Wikipedia (0 backing). It makes no sense and no person with at least a high school-level of intelligence would take this seriously. :* What is worse is that the user is being misleading with their "[the page is] sourced very well" claim. The sources ''themselves'' don't even back up the claims. It's just used as proof for an established concept, where the user then uses this established concept to jump to an unsupported, laughable conclusion that is pulled out of thin air. It's utterly ridiculous to even consider such a page for mainspace since it clearly violates our [[Wikiversity:Verifiability]] policy. This is, once again, pseudoscientific content that has caused our website to reduce in quality over the last few years. :* Going source by source, we can see that: :#[https://web.archive.org/web/20250918011642/https://timesofindia.indiatimes.com/blogs/thebigd/compress-earths-history-into-24-hrs-humans-came-at-1158-pm-yet-killed-70-of-wildlife/ ‘Compress Earth’s history into 24 hrs. Humans came at 11:58 pm, yet killed 70% of wildlife’] is literally just a blog post which doesn't even mention aliens or extraterrestrial life. It just talks about Earth's history in accordance with the 24-hour metric of time, and the author tries to use this article as a 'piece in the puzzle' of aliens "possibly" visiting Earth... which, once again, is unsupported and is not backed up anywhere in the article. :#[https://web.archive.org/web/20250808053249/https://news.cornell.edu/stories/2023/11/jurassic-worlds-might-be-easier-spot-modern-earth The Cornell article does not even remotely support the idea that "aliens visited Earth"]. It mentions a ''chance'' of "life there [a habitable exoplanet] might not be limited to microbes, but could include creatures as large and varied as the megalosauruses or microraptors that once roamed Earth.", but again, no justification to take this article as proof that "aliens may have visited us!". There's no mention of aliens visiting Earth anywhere in the article. Once again this is only proving the background premise, but not the unsupported, nonsensical "alien likelihood" argument that the author of this garbage page is trying to push so desperately. :#The Parker Solar Probe WP article does not even mention aliens either. It follows the same issues as the previous argument. :And the other page this user complained about [https://en.wikiversity.org/wiki/User_talk:Atcovi#Deletion_of_educational_page_because_of_personal_opinion on my talk page] holds almost similar, maybe even more fatal mistakes, than this one. It has nothing to do with "taking offense", this is just low-quality, garbage content. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:56, 11 April 2026 (UTC) ::Why do you think pro claims are required to be proven? It's possible to object to them and these are arguments, not contextualized to be statements of proven facts. And it's not a strange or unreasonable argument to make that since Earth has existed for long, it's more likely that aliens have come here in the past than in recent times or the near future. Instead of insulting others' intelligence, maybe engage with the actual reasoning rather than censoring it away. And there are lots of sources, such as [https://interestingengineering.com/science/alien-civilizations-may-have-visited-earth-millions-of-years-ago-study-says Alien Civilizations May Have Visited Earth Millions of Years Ago, Study Says] etc etc. The sources are used for the arguments themselves individually. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 12:30, 11 April 2026 (UTC) :::Because, once again, this is not a site that caters to rampant debating for the sake of "we need to employ rationality and logic to solve the world's problems", we have policies that we need to fulfill. The claims made in the pro argument clearly do not meet [[Wikiversity:Verifiability]], since you cannot verify these arguments with the sources because they are not relevant. :::''"And it's not a strange or unreasonable argument to make that since Earth has existed for long, it's more likely that aliens have come here in the past than in recent times or the near future."'' The point being is that these arguments are not supported by the sources. Even the article you mention poses the idea as a hypothetical model. This is just you twisting the article to fit your unsupported narrative. I'll bring direct quotes for you to show why the linked article does not help you: :::* ''One problem the researchers do make sure to point out is that '''they are working with only one data point: our own behaviors and capabilities for space exploration'''. “We tried to come up with a model that would involve the fewest assumptions about sociology that we could,” Carroll-Nellenback told Business Insider. '''We have no real way of knowing the motivations of an alien civilization'''.'' --> proves that this is just speculation and no evidence-based arguments have been provided for the idea that aliens likely visited Earth. :::And I'm not sure if you read my entire response, but I ''did'' engage with your "actual reasoning" and exposed its weaknesses and lack of adherence to Wikiversity policies. If we allowed content that was just filled with non sequiturs we would have content that fails Wikiversity's educational objectives and reduces the overall quality of this website, hence why such a harsh stance needs to be taken. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:50, 11 April 2026 (UTC) ::::Thanks for proving that the Wikimedia ecosystem is unfit to deliberate on controversial topics. The question is entirely valid and the content is far better sourced than nearly all Wikidebates and has no genuine flaws. The only possible issue with it as far as I can see is that now that Wikidebates has been paused people can't add objections if they do have sth specific to say about the topic that's not already included on that page which already had plenty of Cons and objections. ::::The page was more educational than most of Wikiversity and it was well-sourced – wikidebates was for arguments so people were invited to make arguments based on sourced things or outlined logic and the page met [[WV:V]] and most pages on Wikiversity aren't sourced as good. Doesn't look like people can see beyond their biases and personal views here but that's more evident in the marginalization and deletion of wikidebates and the low activity in that project than these selective deletions. A constructive thing to do would be to add reasoned Cons and objections not yet on the page and people had plenty of time to do that. There are and will be other sites for free constructive rational adversarial deliberation (not a big loss in that sense). [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 16:31, 22 April 2026 (UTC) :::::Thank you for failing to address any of my arguments and going on an unrelated, nonsensical tangent that has nothing to do with the discussion. Once you start producing work that aligns with Wikiversity's content policies instead of typing up laughable, pseudoscientific garbage, then maybe your work can be accepted and not removed. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:59, 22 April 2026 (UTC) ::::::I suggest you stop ridiculing things and learn respectfully forming genuine points about the subject at hand. {{tq|the idea as a hypothetical model}} but please learn first about what arguments are and why they're not the same as a statement of objective proven fact. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 17:18, 22 April 2026 (UTC) {{archive bottom}} ==Pages by Harold Foppele== [[User:Harold Foppele]] is locally blocked indefinitely and globally banned for sockpuppetry. There were also WMF and local community concerns expressed about copyright violation and AI (over)use. As a result, I think the Wikiversity pages created by this account warrant review with regard what should be deleted, what should be retained etc.: * [[Completing the square]] * [[Number of independent spatial modes in a spherical volume]] * [[Quantum]] ** [[Quantum/Andrew N. Jordan]] * [[Quantum A Matter Of Size]] * [[Quantum A Spooky Action at a Distance]] * [[Quantum: A Walk Through the Universe]] * [[Quantum Computing Algorithms in the NISQ Era]] * [[Quantum Formulas Collection]] * [[Quantum harmonic oscillator]] * [[Quantum Matter Elements and Particles]] * [[Quantum mechanics]] ** [[Quantum mechanics/Timeline]] * [[Quantum mechanics learning module]] * [[Quantum mechanics measurements]] * [[Quantum Noisy Qubits]] * [[Quantum optics beam splitter experiments]] * [[Quantum: The Secret of Cohesion: How Waves Hold Matter Together]] * [[Quantum Ultra fast lasers]] * [[Speed of sound experiments]] * [[User:Harold Foppele]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 08:12, 17 May 2026 (UTC) :'''Delete all''' Not worth keeping. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 08:27, 17 May 2026 (UTC) == [[Classical guitar pedagogy]] == According to the talk page, the author of this page intended to create this page for Wikipedia. At this moment in time (nearly 20 years later), the page is still riddled with red links and doesn't seem to fit Wikiversity's learning modules. Therefore, I propose that this page should be deleted. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:03, 19 May 2026 (UTC) :'''Weak delete''' This at least has <em>something</em> that someone could use, but agreed that it's not particularly useful and not likely to be developed. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:25, 20 May 2026 (UTC) : '''Move''' to [[w:User:Grégory Leclair/Classical guitar pedagogy]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:18, 23 May 2026 (UTC) == [[Film writing]] == {{archive top|Consensus to keep after vote changes. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:20, 31 May 2026 (UTC)}} Undeveloped since 2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:05, 19 May 2026 (UTC) :<del>'''Delete''' Nothing here. Great idea in principle, tho. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:25, 20 May 2026 (UTC)</del><ins>'''Keep''': It's now at least developed enough to be something. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 05:42, 31 May 2026 (UTC)</ins> : '''Keep''' as part of [[:Category:Film]] resources. I've tidied the page, so it looks less abandoned. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 20 May 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Koavf|Koavf]] The page seems to have been tidied up. Do you want to reevaluate your votes? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:40, 31 May 2026 (UTC) {{archive bottom}} ==[[United States UFO files]]== {{archive top|Deleted, but the author of the resource did not respond here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 15:16, 31 May 2026 (UTC)}} Seems to be WP-like; material copied from [[w:United States UFO files]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:46, 21 May 2026 (UTC) :'''Delete''', but why would a PROD template not suffice? My logic was that it is a newly created page (made just today), and isn't a big project/difficult page to deal with. Do we not deal with newly created pages that appear to not satisfy Wikiversity's objectives/mission with a PROD template? Wouldn't we best reserve RFDs for long-standing pages (like the two pages above this section being listed for deletion) or ''after'' the PROD template isn't enough to determine the fate of such pages (per [[Wikiversity:Deletion policy#Proposed deletion (prod)|here]]: "Anyone still considering that the resource should be deleted [after the placement of the PROD template] may discuss deletion.")? A PROD template may also be useful in this case to alert the author that the page is not compatible with Wikiversity's learning objectives and communicates a concise opportunity to refine the page with the 90-day limit. Maybe even in this case, a speedy would've been enough (possibly fitting [[Wikiversity:Deletion policy#Criteria for speedy deletion|#12]]: "No research objectives or discussion in history. Welcome users and resources when likely to be expanded shortly."). :Interested to hear your thoughts as I want to make sure this is clear, as I've been cleaning up a lot of 'dead' pages around Wikiversity and find myself confused on whether to use PROD or RFD. Thanks, —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 02:08, 21 May 2026 (UTC) : Yes, could be speedy deleted. Otherwise, I don't know about the merits about leaving it around for 90 days, hence me bringing it to here. There is some comment in [[Wikiversity:Deletion policy]] about the specific deletion templates not being so important. More important I think is to flag for discussion. However, we could also improve the proposed policy to make the process clearer. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:20, 21 May 2026 (UTC) : Ping {{u|User:Realcosmixyt}} for comment -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:54, 24 May 2026 (UTC) {{archive bottom}} == [[Emergency Operation Centre GIS]] == {{archive top|Consensus to delete. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:39, 30 May 2026 (UTC)}} Undeveloped for over a decade (only thing present is just an outline). —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:44, 22 May 2026 (UTC) :*'''Delete''' :―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 15:59, 22 May 2026 (UTC) :* '''Delete'''. Insufficiently developed. Was moved from [[b:Emergency Operation Centre GIS]]. : -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:13, 23 May 2026 (UTC) {{archive bottom}} ==[[Mippedia]] == {{archive top|Consensus to delete, and the author of the template did not respond to Jtneill's comment. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:37, 30 May 2026 (UTC)}} I propose the deletion of the page "[[Mippedia]]", due to the subject not being backed by reputable sources. Pages with the same subject has been deleted multiple times on the Indonesian Wikipedia. The original writer of the page did it solely to promote his wiki site. [[User:ANNAFscience|ANNAFscience]] ([[User talk:ANNAFscience|discuss]] • [[Special:Contributions/ANNAFscience|contribs]]) 10:39, 23 May 2026 (UTC) : {{ping|Sevent Me}} any comment? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:10, 23 May 2026 (UTC) :'''Delete''' I don't know what the point of this is. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 16:26, 23 May 2026 (UTC) : '''Delete'''. Advertising. Points to a non-English, copyright restricted website. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:58, 24 May 2026 (UTC) {{archive bottom}} ==[[Wikiphilosophers]]== Moving from {{tl|prod}} by {{at|Atcovi}}: "similar "philosophy"-related content has been removed in the past [issue of pseudoscience] + very little moderation (mirroring the issues of [[Wikidebates]]) + lacks educational value." The project has also been nominated for deletion on its talk page: [[Talk:Wikiphilosophers]]. There are many subpages: {{Special:PrefixIndex/Wikiphilosophers/}} -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 13:45, 24 May 2026 (UTC) :'''Delete'''. Unfortunately, this project wasn't as successful as I had hoped. Kind regards, [[User:Perquirius|Perquirius]] ([[User talk:Perquirius|overleg]] • [[Special:Contributions/Perquirius|bijdragen]]) 14:29, 24 May 2026 (UTC) ::Don't forget to delete [[Template:Wikiphilosophers]], [[Template:Wikiphilosophers/doc]] and [[Template:Wikiphilosophers topics]] also. [[User:Perquirius|Perquirius]] ([[User talk:Perquirius|overleg]] • [[Special:Contributions/Perquirius|bijdragen]]) 14:30, 24 May 2026 (UTC) == [[Template:UserSkype]] == Service was discontinued over a year ago. I suggest deleting the Userbox and [[:Category:Users familiar with Skype]], as it can only confuse or mislead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 21:17, 30 May 2026 (UTC) :'''Delete''' per reasoning. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:40, 30 May 2026 (UTC) : '''Delete''' -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 06:48, 31 May 2026 (UTC) 6ype0jy4gbaieoa23nskh8aucppnry5 4 1823 2812813 2799688 2026-06-05T08:51:02Z Jtneill 10242 {{merge|Wikiversity:Original research and scholarly standards}} 2812813 wikitext text/x-wiki {{merge|Wikiversity:Original research and scholarly standards}} {{TOCright}} '''Original research''' which meets the guidelines of this policy is permitted on [[Wikiversity]]. Researchers devoted to scholarly investigation using sound, ethical methods are encouraged to develop and disseminate their work via Wikiversity. Wikiversity may also provide a useful forum for [[w:Peer review#Scholarly|formal peer review]]. == Main points == * Original research is permitted on Wikiversity * It is strongly recommended that original research pages be labeled with the {{tl|Research project}} template so they are easier to find. To see all pages, click on "What links here" in the Template toolbox. * All researchers are obligated to follow the [[Wikiversity:Research ethics|research ethics]] * Authors of original research should seek and address formal peer review * Wikiversity has pages that offer guidance for new researchers, such as [[Introduction to research]] and [[Wikiversity:Research process]]. We also encourage Users to provide personalized feedback on others' research. *All proposals, methods, reviews, and results related to original Wikiversity research should also be published on Wikiversity. * Additional research guidelines for Wikiversity can be found at [[betawikiversity:Wikiversity:Research guidelines/En|Wikiversity:Research guidelines/En]] <!-- What is the relationship of this policy to these guidelines? - Needs clarification --> == Wikiversity is not Wikipedia == [[Wikipedia]] does not allow original (primary) research (see [[w:Wikipedia:No original research|Wikipedia:No original research]]). As described on that page, the policy against including original research in Wikipedia articles arose from the need to prevent cranks from publishing their ideas in wiki format and passing them off as valid knowledge. The [https://meta.wikimedia.org/w/index.php?title=Wikiversity&diff=prev&oldid=110769 original Wikiversity proposal] of 2005 proposed that Wikiversity should: <blockquote> "test the limits of the wiki model both for developing electronic learning resources as well as for teaching and for conducting research and publishing results (within a policy framework developed by the community)". </blockquote> The creation of a system for dealing with research and publishing of results in a wiki environment is a major challenge facing the Wikiversity community. == The review process == {{Main|Wikiversity:Peer review}} Original research should be within the [[WV:Scope|scope of Wikiversity]], be conducted ethically, and be academically rigorous. Peer review through the research process can help to ensure research integrity. Within Wikiversity, all original research should be clearly identified as such. Sometimes the boundary between original research and [[Wikiversity:Secondary research|secondary research]] is not clear. A critical review of previously published ideas can lead to the discovery of a new piece of knowledge. An invariable rule of Wikiversity is that all such discoveries arising from secondary research (see [[w:Wikipedia:No original research#Synthesis of published material that advances a position|Synthesis of published material that advances a position]]) must be subjected to peer review. The main types of peer review in Wikiversity are: *'''Casual peer review''': This is automatic in the wiki user environment. However, casual peer review can be as dangerous as no peer review. *'''Peer review from formally trusted Wikiversity members''': Formal internal peer review involves a formal system of critical review of the original research result(s). The results of the formal critical review are permanently linked to the original research results and serve as a stamp of validation or a stamp of rejection. *'''Peer review from external entities''': Wikiversity research projects can be peer reviewed by external entities such as trusted experts on a topic. Record of such peer review should be uploaded and linked from the corresponding Wikiversity work, with [[Wikiversity:Peer review verification|peer review verification]] if necessary. ==Research involving other Wikimedia Foundation projects== Research may involve altering other parts of Wikiversity or other Wikimedia Foundation projects in some way. This is permitted, so long as the alterations are not disruptive to the projects in question. In fact, Wikiversity participants are encouraged to constructively use the resources provided by the [[Wikimedia Foundation]] and identify novel ways to integrate Wikiversity with its [[Wikiversity:Sister projects|sister projects]]. However, Wikiversity reserves the right to take action against users who disrupt any part of Wikiversity or use Wikiversity to promote, coordinate, or commemorate disruption of its sister projects, even if this disruption is part of a Wikiversity research project. ==See also== {{Using Wikiversity}} *[[BetaWikiversity:Wikiversity:Research guidelines/En|Research guidelines]] at Beta Wikiversity *[[Introduction to research]] *[[Wikiversity:Peer review]] *[[Wikiversity:Publishing original research]] *[[Wikia:Academia|Peer reviewed wiki publishing]] **[[Wikia:Academia:Flexibility in wiki publishing: author desires, peer review and citation|Flexibility in wiki publishing: author desires, peer review and citation]] * [[Wikiversity:Research Ethics]] * [[Wikiversity:Review board]] * [[Wikiversity:Secondary research]] * [[Wikiversity:FAQ/Fork]] === Policy proposal === This section is to keep track of various pages during the policy proposal. *[[Wikiversity:Research]] *[[Wikiversity:Research process]] *[[Research proposal]] *[[Wikiversity:Publishing original research]] *[[Wikiversity:Publishing]] *[[Help:Paper]] *[[:Category:Research policy proposals]] *[[:Category:Research]] {{WikiversityUsers}} {{Proposed policies}} [[Category:Pages moved from Meta]] [[Category:Research policy proposals]] [[Category:Original research| {{PAGENAME}}]] 0w9qcycnfjjl43doeko6hjo8127jvlg 0 34811 2812797 2807216 2026-06-05T05:29:56Z Jtneill 10242 Revise to mostly past tense plus some updated fact checking is needed 2812797 wikitext text/x-wiki [[Image:wikieducator-logo.png|right]] '''WikiEducator''' was an education-oriented wiki that aimed to produce a free version of the education curriculum which closed in 2026. WikiEducator hosted a collection of learning content in a variety of disciplines, with a unique approach to developing learning content. The project had a strong focus on users contributing free content resources, often linking incentives to the process of contribution to encourage users to participate; as a result, WikiEducator built up a strong content database. The WikiEducator site was powered by the [[w:MediaWiki|MediaWiki]] software, which also powers [[Wikiversity]], however WikiEducator has took advantage of innovative extensions to the software to provide further technical infrastructure to facilitate learning. For example, the project experimented with collaborative video through the Kaltura system. As of 2026, it no longer has funding from New Zealand <ref>{{Cite web|url=https://openeducation.nz/|title=Open Education NZ – Supporting the UNESCO OER Recommendation in Aotearoa New Zealand|language=en-NZ|access-date=2026-05-01}}</ref> and is no longer editable. ==Relationship with Wikiversity== The founder of WikiEducator, Dr. [[User:Mackiwg|Wayne Mackintosh]], sits on the [[Foundation:Advisory_Board|Advisory Board]]{{fact}} of the [[Wikimedia Foundation]], and has a Wikiversity account. [[User:Countrymike]]/BrentSimpson and [[User:Leighblackall]] were admins/custodians on both WikiEducator. [[m:User:Eloquence|Erik Möller]] from Wikipedia and various other Wikimedia projects was on the [http://wikieducator.org/WikiEducator:Community_Council/Members WikiEducator Community Council] and has run the hosting for WikiEducator as of April 2006{{fact}}. [[User:Leighblackall]] and [[User:Ktucker]] have also been significant contributors to both wikis and both are on the WikiEducator Community Council{{fact}}. ==See also== {{wikipedia}} * [[Educational wikis#Wikiversity and WikiEducator|Wikiversity and WikiEducator]] ==External links== * [http://www.wikieducator.org WikiEducator] * [http://wikieducator.org/stats/reports/ WikiEducator Statistics] * [http://en.wikieducator.org/Initiatives Initiatives@WikiEducator] [[Category:WikiEducator]] 36l237y7uvee87js8ea9qkzfe0rf3ca 4 40765 2812775 2666569 2026-06-04T13:08:02Z Atcovi 276019 /* Are there exams at Wikiversity? */ much more useful link --> [[Help:Quiz]] 2812775 wikitext text/x-wiki {{about Wikiversity}} {{Using Wikiversity}} Read below to explore some questions and answers about [[Wikiversity]]. {{Wikiversity:FAQ/Directory}} == What is Wikiversity? == '''Wikiversity is a learning community.''' Learning and discovery are vital, ongoing aspects of life and society. The Wikiversity community aims to further the discovery and distribution of knowledge in a very natural way, by helping people to learn and to share learning resources. You can use Wikiversity to find information, [[Wikiversity:Questions|ask questions]], or learn more about a subject. You can explore knowledge at Wikiversity through advanced study and research. You can also use Wikiversity to share your knowledge about a subject with others by building learning materials. For a longer description, see [[Project:What is Wikiversity?|What is Wikiversity?]] ==How is Wikiversity organized?== At the time of writing, there are several major "[[Wikiversity:Major_portals|Portals]]" in Wikiversity embracing disciplines such as [[Portal:Engineering and Technology|Engineering and Technology]] · [[Portal:Interdisciplinary Studies|Interdisciplinary Studies]] · [[Portal:Humanities|Humanities]] · [[Portal:Life Sciences|Life Sciences]] · [[Portal:Physical Sciences|Physical Sciences]] · [[Portal:Practical Arts and Sciences|Practical Arts and Sciences]] · [[Portal:Professions|Professional Schools]] · [[Portal:Social Sciences|Social Sciences]]. Over time, more will appear. Or you could start one. Note that nomenclature at Wikiversity is a process of evolution, with learning material in the main space, and a variety of related information and resources in other [[Help:Namespaces|namespaces]]. For example, The Faculty of the Humanities has organized itself into schools: *[[School:Art and Design|Art and Design]] *[[School:Classics|Classics]] *[[School:Comparative Mythology|Mythology]] *[[School:Law|Law]] *[[School:Language and Literature|Language and Literature]] *[[School:Music|Music]] *[[School:Philosophy|Philosophy]] *[[School:Theology|Theology]] For this example, each "School" has Departments, for instance within the [[School:Music|School of Music]] is the [[Topic:Music_in_Film|Department of Music in Film]]. Within this Department can be found [[Film scoring|Film scoring]] for filmmakers and musicians to learn how to create musical effects for motion pictures. It should be noted, however, that each faculty and subject area are free to organize themselves in their own way, to suit their own needs. ==Credentials, diplomas & provenance== === Will I earn a diploma at Wikiversity? === :No. That's one thing we don't do. At the moment, you cannot earn credentials here. But you can learn here and then earn your credentials elsewhere. For now this is about the learning itself, by itself. === Are there exams at Wikiversity? === :Some course leaders may post questionnaires (see also: [[Help:Quiz|Quiz]]) so you can assess your learning progress. Course leaders may also give personal feedback on their observations of your progress. Wikiversity strives to help each person define and reach his or her personal learning goals, and so there shouldn't be any pressure to perform or fear of failure; instead, we promote learning through experience, which includes making mistakes. === Who gets to decide what gets posted here? === :You do. Go ahead and post. A more complete answer is: "We all do." All Wikiversity pages may be created and revised by anyone. In this sense a Wikiversity page is being created by a community, by those who choose to be active in the process. The result is pages which reflect the current [[WV:consensus|consensus]]. Note that older versions can always be revived. Any vandalism can be undone by any user. :If you're an expert (or, better, "have proven expertise"), we encourage you to be prepared to work with others in collaboration — just as they are encouraged to work with you. This encouragement of equal participation is a positive factor in building a healthy community of learning, for the sake of learning. :Appeal to non-present or non-proven authority is not the normal expectation here. Much less is learning by authoritatively stating a fact with no supporting reasoning. We encourage a reasoned dialogue showing a neophyte the reasons, assumptions, and so forth, that create a commonly accepted fact. :Wikiversity has no set-in-stone identification of authorship, or even a concept of single authorship. Each page version is preserved. You can easily step back and compare one version with any other, see who performed the edits and communicate with those editors. And indeed, enter into conversation with any of the editors about their choices. This is [[Wikiversity:Peer review|peer review]] of content. === How is "inappropriate" material kept off the site? === :Hate speech is unacceptable. :Propaganda used as propaganda is unacceptable. :Material that violates [[Wikiversity:Copyrights|copyright law]] is immediately removed, on discovery. :It's the community of active participants who decides what's irresponsible and inappropriate for Wikiversity. That community includes you, if you choose. Content is challenged all the time. Community consensus may cause sections or whole pages to be removed. :If you feel strongly certain material should not be published, then start by posting your concerns on the page's Discussion area, and/or by contacting the various editors of the page (available from the page's History tab), and/or by posting your concerns on the [[Wikiversity:Colloquium|Colloquium]]. :Wikiversity is a [[Wiki]] driven by consensus building among its participants. === How reliable is the material on Wikiversity? === :There's no simple black-and-white answer to this question. Realistically you should use your best judgment. Factual errors generally get squeezed out fairly quickly. Matters of [[Wikiversity:POV|point of view]] and opinion take longer to generate consensus. :In matters of authenticity and reliability we encourage you to contact editors of pages of interest and query them. Go to the History tab of any page of interest and discover who has edited that page. === What about cheating and cheaters? === :Wikiversity is not interested in catching cheaters nor participating in entrapping them for disciplinary purposes. At the same time, Wikiversity shall not become a repository for materials intended to allow illicit publication of that which can be construed as resources for cheaters. Cheating is explicitly discouraged throughout this website. ==Learning materials== Wikiversity is in the process of developing learning materials ready for downloading for use for all age and education levels, in and out of formal learning environments. Discover what's available by clicking on a faculty name on the [[Wikiversity:Main_Page|Main Page]] and proceed down from there. === Can I download materials here and use them in my own offsite classes? What are the terms of their use? === :You are absolutely free to download and use our materials in your teaching. Our content is licensed under the free licenses (CC by-sa + GFDL) - basically, requiring that the content be distributed in a similar license and with attribution for the content's creators - see the complete [http://wikimediafoundation.org/wiki/Terms_of_Use terms of use]. You are also able - encouraged - to help revise our materials. Better yet, you could post your revisions back to Wikiversity. Also post your experiences using the materials to the page's Discussion area. Give back and make Wikiversity better. Thank you for this. === How can I determine whether the material here is any good? === :By questioning, and by striving to understand the material yourself. It's your judgment call. If you can make it better, go ahead and edit. Note that every page has a Discussion area where you can post your observations and questions. You can review the History of a page, see who wrote which version and enter into dialogue with these individuals. Together we can, and will, make the material here stronger and stronger. *What types of learning materials will be found here. See [[learning resources]]. *Fairly mature example links to explore, to give the new user a feeling for what to expect. See [[Wikiversity: Featured]], [[Wikiversity: Main Page]], [[Wikiversity: Browse]], ... *How to download and use this material. See [[Special: Export]], web page downloaders, ... *Whether and how to take a set of materials in a radically different direction. *How these materials are currently being protected from vandalism. See [[Wikiversity: Support staff]] ==Learning Projects== Many Wikiversity pages are devoted to interactive learning activities taking place online. The [[Portal:Learning_Projects|Learning Projects]] page is a good place to recruit learners for your project and/or to discover an active learning opportunity for yourself. === Who can teach? === :Everyone with the motivation to help others learn, no credentials required. Wikiversity is about ''people learning how to learn and teach'' — we value expertise and experience, but we also value learning ''through experience''. :You will find all kinds of teachers here: retired professional academics, active ones, folks from the industry and the self-taught fellows with no formal qualifications at all. Ask course leaders for their backgrounds, or not. :If your students like the course, good, they will probably continue working with you. If not, they may wander away, or raise objections. You can only maintain yourself in the role of instructor through meritorious contributions, positive feedback from the community and especially from those who participate in your online courses. Everything at Wikiversity is subject to peer review. === If I teach, will I get paid, or can I charge my students? === :No, no fees are collected or paid for participation in Wikiversity. Everything is voluntary. Wikiversity is free to all. :You can freely charge your students on your own. Wikiversity content can freely be used commercially. :However, if you create Wikiversity content with the intention of then being paid for teaching it, or for participation in Wikiversity, this may create a conflict of interest, which, by the Terms of Use, must be disclosed. :Wikiversity has participating professors at brick-and-mortar universities who are paid for teaching (by the university, indirectly by students and others) and who use Wikiversity for this purpose. It must be transparent. ==General== === How can I become involved? === :By visiting the [[Wikiversity:Community_Portal|Community Bulletin Board]]. There is a link in the sidebar under the Wikiversity logo. Here you'll learn what tasks need to be done, what groups can be joined. [{{fullurl:Special:Userlogin|type=signup}} You are vigorously encouraged to join]. It's free; as a member you identify your contributions and get a [[Wikiversity:User_page|set of personal pages]] where you can engage in discussions. :Here's [[Help:Starting_a_new_page|how to start a new page]], [[Help:Editing|some editing tips]] and the [[Wikiversity:Introduction_edit|Edit Interface]]. And a whole page about [[Wikiversity:Adding content|adding content]]. :You don't need "sign" your submissions to content pages — that's recorded automatically and shown on the History of the page. But you are definitely encouraged to sign your contributions to the Discussion page and any Talk page. Do this with four tildes (~). Here's more about [[Wikiversity:Signature|signatures]]. :Wikipedia's [[w:Contributing_FAQ|guidance on contributing]] generally apply to Wikiversity as well. If you don't want your writing to be edited or redistributed by others, do not submit it. :Be sure to visit the [[Wikiversity:Colloquium|Colloquium]] for general discussions. For real-time chat with other Wikiversity users, check out our [[Wikiversity:Chat|Chat]] page. :''Go ahead and make what you see better''. === Can I have my own User Page? === :Absolutely. A clickable tab for it will appear at the top of every Wikiversity page. Use your personal page any way you like. Introduce yourself, add pictures. Best of all, add Wikiversity page links and other links you frequently visit. Your page will greatly help in your own navigation and help others connect with you. You'll also get a separate Talk page where others can post messages for you. [{{fullurl:Special:Userlogin|type=signup}} Create your free membership here.] === Is there an Index? How can I find "stuff" I might be interested in? === :There are several ways. Try [[Wikiversity:Browse]]. If you want to see every page see: [[Special:Allpages|All Pages]]. Use the popup to limit the selection by type of page. Or use the [[WV:Search|Search]] field in the Sidebar on every Wikiversity page to enter your search criteria. Or start at the [[Wikiversity:Main_Page|Wikiversity Main Page]] and drill down through the various faculties, departments and schools to material of interest. Or jump to the [[Wikiversity:Examples|Examples]] page. === Who pays for Wikiversity? === :People like you do, by donations. [[Wikiversity:Site_support|Here's how you can make a donation]] (entirely voluntary). Notice there's no advertising on Wikiversity. We're non-commercial, entirely run by volunteers, operating costs covered by donations from people like you and by grants from various institutions. === What if someone wrecks a perfectly good course? === :If you see a page which appears (at least in your eyes) to have been degraded from an earlier version, then enter into the editing process. :It's good practice to enter into dialogue with the editor who made the changes you feel are unfortunate. Propose a compromise. Discuss your feelings in the Discussion area of the page. Don't be afraid to [[Wikiversity:Be bold|be bold]]. Integrate what you liked about the older version into the current version. Use the History tab at the top of the page to compare any two versions of a page and see what changed. :There's also the option of "[[Wikiversity:FAQ/Fork|forking]]" a course into two equivalent and equal versions covering the same subject but in different styles. Nothing at Wikiversity is "definitive". === How can change be monitored? === :Change happens. On wikis, it happens all the time. Right now, pages are being created and improved, and edits are being published. Take a look at the [[Special:Recentchanges|recent changes log]] and see for yourself! :Since our launch on August 15th, 2006, we've created '''{{NUMBEROFARTICLES}}''' content pages. For other statistics, see [[Wikiversity:Statistics]]. Right now, the project is being actively built by people like you; as you read this, it is very likely someone will be editing or previewing changes to one or more pages on this site. === Where and how are Wikiversity policies formulated? === :As a project in the early stages of development, Wikiversity is undergoing a huge amount of discussion relating to policies, technical issues, and establishing an initial content infrastructure and general layout. The main forum for discussions is the [[Wikiversity:Colloquium|Colloquium]] — take a look there and feel free to drop a reply to anything which interests you. You might want to, for example, take a look at or contribute to our various [[Wikiversity:Policies|policies]]. === What are the long range goals of Wikiversity? === :Wikiversity was started in the summer of 2006, so we're still articulating them. However, here are a few relevant pages—[[Wikiversity:What_is_Wikiversity%3F|What Wikiversity Is]], [[Wikiversity:What Wikiversity is not|What Wikiversity Is Not]], [[Wikiversity:Scope|Scope]] and [[Wikiversity:Wikiversity community|Wikiversity community]]. Add your thoughts to these pages' discussion pages, or edit the pages themselves. Best yet, add your comments and recommendations to [[Wikiversity:Colloquium|Colloquium]]. And here's how a Wikibooks project gave birth to Wikiversity—[[Wikiversity:History_of_Wikiversity|History of Wikiversity]]. === What's 'Wiki' all about? === :The word is Hawaiian for "fast", and in this context refers both to the software underpinning Wikiversity and to the editing and contribution conventions that have evolved around wiki software. Learn a lot more at this [[w:Wiki|Wikipedia link]]. And [[Wiki_101|some more here]]. === What languages are supported? === :Currently 11 separate Wikiversity projects—see [http://www.wikiversity.org www.wikiversity.org]. Yet not separated languages you can find at [[betawikiversity:Main page|beta Wikiversity]]. === What are the admissions requirements? === :Wikiversity is open to all who are interested in learning or contributing what they know. A willingness to work with others, however, is required (see [[Collaborative learning|Collaborative learning]]). === From the learning point of view, what is different from Wikipedia to Wikiversity? === :Wikipedia has a narrow mission: the creation of encyclopedia articles. Wikiversity has a broader mandate to explore how to use wiki technology to promote learning. == More questions == ;Ok, I don't really get it. What’s the point of Wikiversity? :Wikiversity is a [[wiki]] where participants collaborate to learn things while creating a variety of [[web pages]], [[Learning resource|learning aids]], support systems and networks of people with similar goals. ;Web pages and learning aids about what? :Whatever people are interested in....the participants learn while they participate...."[[Portal:Education/Wikiversity model|learn by doing]]" is the general approach. Much of the "doing" is organized around "[[Portal:Learning Projects|learning projects]]". One such project is currently prototyping a Voice over Internet Protocol ([[Wiki Campus Radio|VoIP]]) system to allow conferencing, seminars, distributed jamming and other distributed voice communications activities. ;What is the end product it's trying to make? :Our sister projects make [[Wikipedia|encyclopedia articles]] and [[Wikibooks|textbooks]], at Wikiversity we work to make a fun and productive learning environment that supports the learning goals of our participants. Learning comes first at Wikiversity. ;I guess, we'll see....? :Wikiversity is an experiment in how to use wiki technology to support online learning. As Jimmy Wales said at [http://wikimania2006.wikimedia.org/wiki/Opening_Plenary_%28transcript%29#Software_changes_for_stable_versions_.2852:30.29 Wikimania 2006]: "We should run small experiments, tests, see what works, what doesn't, and be prepared to be flexible and change, and not be too locked into stone about how things should work" ;[[Wikiversity:Wikiversity community#Where are the courses?|Where are the courses]]? :Wikiversity develops and hosts many types of modular "[[learning resource]]s", which may be structured as part of a course or as a stand-alone activity. The philosophy of "Learn by doing", however, means that Wikiversity has unconventional "courses" called "[[Wikiversity:Learning projects|learning projects]]", fun activities that attract participants. Wikiversity community members learn while they participate in learning projects - we are a [[Wikiversity:Learning_community|learning community]]. ;Who are the teachers at Wikiversity? :Wikiversity is not a conventional university; Wikiversity is a [[wiki]]. Wikiversity has participants, people who [[Help:Editing|edit]] the web pages of Wikiversity. Anyone who edits Wikiversity and adds educational content to the website is functioning as a teacher. There may be some who know more about a subject than others - what we're about here at Wikiversity is helping each other learn more. We can all help someone learn something. ;How can I help? :Start by [[Wikiversity:Browse|browsing our content]]. Find a topic of study that is of interest to you such as [[Topic: Computer Programming]] and start participating. You can [[Help:Starting a new page|create a new webpage]] for a topic that is of interest to you and start typing! Alternatively you can solve some math or physics problem by hand or sketch an engineering design or painting idea and then scan it for [[Wikiversity:Uploading files|upload]] (please set the copyright status correct) as a jpeg, gif or png file. Then this image can be linked to from within wiki web pages or linked to from [[Wikiversity:Chat|IRC chat rooms]]. Wikiversity is exploring the use of multimedia resources ([[Wikiversity Reports|example]]) and distributed [[Wiki Campus Radio# Test session|conference calls]] for connecting participants with common interests. Most of this is current capability. Some is still evolving. Feel free to join and help us improve our capabilities or use what we already have. ;What is the difference between Wikiversity, Wikibooks, and even Wikipedia? :Wikipedia is a free online [[Wikipedia|encyclopedia]]. Wikibooks provides free [[Wikibooks|textbooks]]. Wikiversity is for other types of learning resources besides textbooks and encyclopedia articles. Wikiversity supports online learning communities, groups of people who are trying to learn about particular topics. Wikiversity is a place where these learning groups can assemble and discover how best to learn things online. Wikiversity is also the first [[w:Wikimedia Foundation|WikiMedia]] project that is open to hosting and fostering [[Wikiversity:Research|research]]. ;Does Wikiversity have degree programs? :No. Wikiversity is not accredited, does not award credits towards completion of degree programs and does not award degrees, certificates or any other formal documentation of participant learning activities. In a wiki, your history of [[Wikiversity:Introduction|edits]] is a record of your participation in collaborative learning activities. See: [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] == See also == === General information, guides & help === *[[Wikiversity:Learning|Learning]] — an exploration of how learning takes place on Wikiversity *[[Wikiversity:Questions|Getting answers to questions]] — '''all''' kinds *[[Help:Contents|Help pages]] &ndash; help on editing, starting new articles, and many other topics. *[[Wikiversity:Help desk|Where to ask questions]] &ndash; a list of departments where volunteers answer questions, any question you can imagine, not necessarily related to the Wikiversity project.<br /> *[[Wikiversity:Policies|Policies and guidelines for contributors]] *[[Wikiversity:Introduction|Introduction]] &ndash; very basic introduction to Wikiversity *[[Wikiversity:Manual of Style|Manual of Style]] *[[Wikiversity:Guided tour|Guided tour]] *[[Wikiversity:Research|Research guidelines]] *[[Wikiversity:Welcome templates|Templates used to welcome new users]] *[[Wikiversity:Glossary|Glossary]] &ndash; a glossary of common Wikiversity terms. *[[Wikiversity:Welcome, newcomers|Welcome, newcomers]] *[[Portal:Education|Wikiversity online learning]] - Wikiversity Education Portal. *[[Wikiversity:Introduction|Editing tutorial]] - New to wiki webpage editing? Start here. *[[Wikiversity:Tips|Tips]] ===Overarching principles=== *[[Wikiversity:Civility|Civility]] *[[Wikiversity:Neutral point of view|Neutral point of view]] *[[Wikiversity:Cite sources|Cite your sources]] *[[Wikiversity:Verifiability|Verifiability]] *[[Wikiversity:Scholarly ethics|Scholarly ethics]] === The Wikiversity community === *[[Wikiversity:Colloquium|Colloquium]] - where the community gets together to discuss Wikiversity *[[Wikiversity:Community Portal|Community Portal]] - a gateway to the community, to find out what's happening. *[[Wikiversity:School and university projects]] - help for using Wikiversity in conventional courses. *[[Wikiversity:Wikiversity community]] === Additional links === *[[Wikiversity:Contact|Contact information]] {{Wikiversity culture}} {{center top}}<big>'''''Wikiversity is a facility for learning by doing'''''</big>{{center bottom}} [[Category:Wikiversity FAQ| ]] genqoia4zdd1ki66404qcztjj45dxqs 4 56283 2812760 2812759 2026-06-04T12:02:21Z Atcovi 276019 /* Unwelcome research */ fix 2812760 wikitext text/x-wiki {{Research policy}} {{Proposal}} The Wikiversity project proposal included a role for [[Wikiversity:Research|research]] within the Wikiversity project. Many types of scholarly research activities naturally lead to new knowledge that does not yet exist within previously published sources. By encouraging and hosting such research, Wikiversity faces challenges and potential problems that are met by a set of [[Wikiversity:Research guidelines|research guidelines]]. Wikiversity participants engage in a wide range of scholarly research activities that support the educational [[Wikiversity:Mission|mission]] of Wikiversity. However, not all types of research are suitable for Wikiversity. This page provides examples of types of research activities that are appropriate for Wikiversity and lists types of research that are not welcome. ==Secondary research== Scholarly assessment of existing knowledge ([[Wikiversity:Secondary research|secondary research]], literature review) is an integral part of many Wikiversity educational activities. Wikiversity promotes and nurtures all such secondary research arising from exploration of the learning goals of Wikiversity participants, even if they result in a "novel narrative or interpretation". All Wikiversity participants are called upon to [[Wikiversity:Cite sources|cite sources]] that are reliable and verifiable ([[RNA interference|example]]). Secondary research is a fundamental skill for Wikiversity editors. Some literature reviews merge seamlessly into on-going education-oriented research projects that generate new original research results ([[One Laptop Per Teacher|example]]). ==Original research== Several types of original research projects have been started at the English language Wikiversity. Some projects turn inward and explore the dynamics of wiki-based learning communities. Many large public databases are now available online. Some Wikiversity research projects encourage Wikiversity participants to explore online databases and perform research using data that has been collected by others. Other projects call upon Wikiversity participants to collect new data. Below are some examples of original research being undertaken that are considered to be within the scope of Wikiversity. ''(Please add others from non-English Wikiversities)'' ===Research on wikis=== Some [[Wikiversity:Original research|original research]] activities are directed towards introspective analysis of how wikis can be used as a tool to support learning. Examples: [[Developing Wikiversity through action research|Developing Wikiversity through action research]] in its largest sense, the question this project will address is "Why Wikiversity?" In other words: why does Wikiversity exist, and what does its existence mean for the world of education, and for you and me? Wikiversity is a repository of learning materials, a resource for self-study, a space for collaboration, a space in which to learn collaboratively, a space to explore about learning, a space to learn about teaching, etc. So, how does Wikiversity do all this - "how" in the sense of "by what means" - and, crucially, "by what values".. [[Learning to learn a wiki way|Learning to learn a wiki way]] - Using wikis as tools for learning is a new and evolving social practice. If Wikiversity is to succeed, we need to learn how to make the best use of wikis for learning. This project aims to be an exemplar of how a wiki can be used for learning and to refine, develop and expand on the social practice of using wikis for learning. ===Research using public databases=== The [[Observational astronomy|Observational astronomy]] learning project has activities for participants that guide them through the same process that an astronomer uses to analyze data. Participants in the [[Observational_astronomy/Extrasolar_planet|Extrasolar planet]] project explore telescope data to find planets orbiting distant stars. The goal is to create a learning group where participants can compare notes and document the search process and to create an extended learning activity about exoplanets. No prior experience is needed; participants get step by step instructions on how to get started. ===Research using data collected by wiki participants=== Participants in the [[Bloom Clock|Bloom Clock]] track and report the bloom times of wildflowers and other plants. Bloom clocks are kept by gardeners, ecologists, and others who record the time of year different plants are in bloom. This project attempts to reduce the effects of anomalous data in an attempt to generate maps of geographical "zones" that can eventually be used when describing a plant's expected bloom time in a particular region. ==Unwelcome research== [[Wikiversity:Original research|Original research]] is conducted for many reasons, not all of which are compatible with the mission and format of the Wikiversity project. The following are examples of research activities that are beyond the educational mission and capabilities of Wikiversity: *"marketing" research that promotes a specific commercial product or political candidate or any other kind of research that has as its goal something outside of the educational mission of Wikiversity *research that violates Wikimedia Foundation policy such as the [[wikimedia:Privacy policy|privacy policy]] *research that is illegal or unethical *research that would normally be formally reviewed by an [[w:Institutional review board|Institutional Review Board]] (exceptions: If a research project that includes research activities conducted within a Wikiversity website was first reviewed and approved by an existing IRB of an accredited research institution, and if the project was openly conducted according to the IRB-approved protocol, then it is acceptable for inclusion within Wikiversity.) ==Processes for dealing with research== It is up to individual Wikiversity projects to decide the ''exact'' nature of their research policies - to define what research is (and what particular types of research are), and what is appropriate for that project. In particular, smaller Wikiversity projects may not feel adequately equipped (with policies and/or people) to deal with research. Therefore, each Wikiversity project must specify (before setup, or as soon thereafter as possible): # What kind(s) of research it allows, and disallows # Local processes for dealing with research These can be copies or slight modifications of the policies on Beta, or of any parts of these policies. Below are a number of guidelines that each project must consider - at a minimum - in order to clarify the inclusion of research in that project. More detailed guidelines dealing with research can be found at [[Wikiversity:Research guidelines|Research Guidelines]]. ===Review=== In order to allow original research in a Wikiversity project, there must be a system of (peer) review in place. This is essentially a community-led process of flagging, discussing, modifying, and, where appropriate, deleting - see [[Wikiversity:Research guidelines|guidelines]] for details. In cases of significant or technical debate, a [[Wikiversity:Review board/En|review board]] may be required. ===Tagging=== Research of any kind must be tagged as "research" (eg., by adding it to a category like [[:Category:Research]]). Material that appears to constitute research, and that is not appropriately tagged, may be removed from the site. ===Publishing=== Research added to Wikiversity is not automatically "published" (in the traditional sense), and cannot be added as a source for other texts in Wikimedia projects (Wikipedia, Wikibooks, etc.) without the appropriate peer review process. == Role of Wikiversity in supporting research == *Research at Wikiversity is intended to be complementary to existing traditional methods of research. Wikiversity provides an experimental platform for new ways of approaching and collaborating on research projects. Wikiversity explores research activities that promote learning and the goals of the Wikimedia Foundation. == Proper attribution == Research that is done on Wikiversity must be properly attributed to the participating researchers. Authorship must be clearly stated. At the English language Wikiversity it [[Wikiversity:Scholarly ethics|has been proposed]] that all editors working outside of the confines of a neutral point of view ([[w:Wikipedia:Neutral point of view|NPOV]]) policy have a registered username and maintain a verified email address. == Limitations == Research projects should recognize the limitations of using a Wiki, and should elaborate on how the resources offered on Wikiversity are being used. A research project should address the extent to which Wikiversity is being used as a mechanism for: * Sharing content * Communication * ... ==See also== {{policylist}} *Research policies **[[BetaWikiversity:Wikiversity:Research guidelines|Research Guidelines]] for Wikiversity **[[BetaWikiversity:Wikiversity:Scope of research/En|Scope of research]] - past multi-lingual discussions. **[[BetaWikiversity:Wikiversity:Review board/En|Review Board]] - formal peer review for Wikiversity *Research-related pages **[[Wikiversity:Research]] - Source documents concerning research within Wikiversity **[[BetaWikiversity:Wikiversity:Original research/En|Original research]] - unpublished research into a topic using literature review and/or methods in addition to literature review **[[BetaWikiversity:Wikiversity:Secondary research/En|Secondary research]] - research into a topic using the method of literature review [[Category:Research process]] flz4aoqmqe7uofoev4yu7a4l7qan94y 4 83382 2812823 2810499 2026-06-05T11:48:50Z Jtneill 10242 Commenting out sign with tildes because this reminder isn't needed as much anymore 2812823 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> {| class="wikitable" style = "float:right; margin-left: 1em" ! Custodian requests !! Entries |- | [https://en.wikiversity.org/w/index.php?title=Wikiversity:Request_custodian_action/Header&action=purge Purge cache] |- | {{ #ifexpr: {{PAGESINCAT:Wikiversity protected edit requests}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Wikiversity protected edit requests|Edit protected page]] || {{ #ifexpr: {{PAGESINCAT:Wikiversity protected edit requests}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:Wikiversity protected edit requests}} |- | {{ #ifexpr: {{PAGESINCAT:Candidates for speedy deletion}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Candidates for speedy deletion|Speedy deletion]] || {{ #ifexpr: {{PAGESINCAT:Candidates for speedy deletion}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:Candidates for speedy deletion}} |- | {{ #ifexpr: {{PAGESINCAT:Pending deletions}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Pending deletions|Pending deletions]] || {{ #ifexpr: {{PAGESINCAT:Pending deletions}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:Pending deletions}} |- | {{ #ifexpr: {{PAGESINCAT:Requests for Deletion}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Requests for Deletion|Requests for Deletion]] || {{ #ifexpr: {{PAGESINCAT: Requests for Deletion}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT: Requests for Deletion}} |- | {{ #ifexpr: {{PAGESINCAT:Requests for unblock}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Requests for unblock|Unblock requests]] || {{ #ifexpr: {{PAGESINCAT:Requests for unblock}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:Requests for unblock}} |- | {{ #ifexpr: {{PAGESINCAT:Possible copyright violations}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:Possible copyright violations|Possible copyvio]] || {{ #ifexpr: {{PAGESINCAT:Possible copyright violations}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:Possible copyright violations}} |- | {{ #ifexpr: {{PAGESINCAT:History merge requests}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | [[:Category:History merge requests|History merge]] || {{ #ifexpr: {{PAGESINCAT:History merge requests}} > 0 | style="background: var(--background-color-destructive-subtle, #ff9090); color: inherit;" |}} | {{PAGESINCAT:History merge requests}} |- |} <includeonly>{{Shortcut|WV:RCA}}</includeonly> [[Wikiversity:Support staff|Wikiversity support staff]] are trusted users who have access to technical features (such as [[WV:PROTECT|protecting]] and [[WV:DELETE|deleting]] pages, [[WV:BLOCK|blocking]] users, and undoing these actions) that help with maintenance of Wikiversity. You can '''[[Special:NewSection/Wikiversity:Request custodian action|create a new request]]'''.<!-- Sign with <code><nowiki>--~~~~</nowiki></code>. --> Other request pages: * [[Wikiversity:Requests for Deletion|Requests for deletion]] * [[Wikiversity:Import|Requests for importing]] (e.g., from Meta or Wikibooks): * [[Wikiversity:Requests for CheckUser|Request for CheckUser]] Other pages you may be looking for: * [[Wikiversity:Custodian feedback|Comment on custodian actions]] * [[Wikiversity:Notices for custodians|Notices for custodians]] <includeonly>* [[/Archive/|Archive]] (old requests)</includeonly> {{clear}} <inputbox> bgcolor=transparent type=fulltext prefix=Wikiversity:Request custodian action width=50 searchbuttonlabel=Search in the archives </inputbox> {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] [[cs:Wikiverzita:Nástěnka správců]] [[fr:Wikiversité:Requêtes aux bibliothécaires]] [[pt:Wikiversidade:Pedidos a administradores]] </includeonly> 343ifhfzooy54k1z9zoeh3zpqs0o0k2 2 106888 2812769 2812233 2026-06-04T13:00:22Z Atcovi 276019 {{introduction}} 2812769 wikitext text/x-wiki __NOTOC__ {{userboxtop}} {{User Male}} {{User Muslim}} {{Sri Lankan}} {{User contrib|25000}} {{User SUL Box|2=v}} {{User Wikiversitan For|year=2011|month=1|day=28}} {{User custodian}} {{User admin Wikibooks}} {{User admin MediaWiki}} {{Global rollbacker}} {{User Meta-Wiki}} {{User soccer}} {{User psychology}} {{userboxbottom}}{{Introduction}} I'm Atcovi, a member of the English Wikiversity community since January 2011. I currently serve as a [[Wikiversity:Custodianship|custodian]] (since June 2021) and a [[Wikiversity:Bureaucratship|bureaucrat]] (since May 2026). My academic interests mainly lie within [[School:Psychology|psychology]], specifically [[clinical psychology]] (with subfields of interest being [[suicidology|suicide]] and [[General Psychopathology|psychopathology]]). My activity is high at the moment but may fluctuate due to life circumstances. Reach out to my talk page for any inquiries. ===Links=== [[File:Sura Minshawi 2.ogg|thumb|left|[[w:Muhammad_Siddiq_Al-Minshawi|Sheikh Minshawi's]] recitation of Surah Al-Baqara]] [[File:Notifications-Talk-Indicator-OptionG-OBOD -Screenshot-Closeup-05-01-2013.png|thumb|right|I remember when I used to get these notifications... (2013)]] I've left an arrangement of random links for me to easily access if I so desire at any given time. # [[Help:Project boxes]] - For projects/pages. # [[Help:Quiz]] - This is also important. # [[Special:CentralAuth/Atcovi]] # [[:Category:Atcovi's Work]], [[User:Atcovi/Science]] & [[User:Atcovi/History]] # https://tools.wmflabs.org/meta/crossactivity/Atcovi # https://tools.wmflabs.org/topviews/?project=en.wikiversity.org&platform=all-access&date=yesterday&excludes= # <code><nowiki>{{under construction}}</nowiki></code> #[https://en.wikipedia.org/wiki/Category:Psychology_stubs Psychology stubs] and [https://en.wikipedia.org/wiki/Category:Health_stubs Health stubs] #[[User:Atcovi/Essays]] #[[:Category:Featured resources]] #[[Special:BrokenRedirects]] [[User:Atcovi/To merge]]: Pages needing to be merged<br> [https://en.wikiversity.org/w/index.php?title=Special%3APrefixIndex&prefix=User%3AAtcovi%2F&namespace=0 Pages under "User:Atcovi"]<br> {{Languages and skills|en-N|de-2}} {{User:Atcovi/to do}} == Wikiversity's To-do == {{Opentask}} [[File:Flagge Palaestina.jpg|350px|frameless|center]] [[Category:Wikiversity custodians]] [[Category:Wikiversity bureaucrats]] [[Category:User pages]] [[Category:Atcovi's Work]] 9euul6vjtjvcurjl9u0f0frv9jg9d2o 0 119778 2812787 2812620 2026-06-04T18:00:44Z Young1lim 21186 /* Non-linear Equations */ 2812787 wikitext text/x-wiki == 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 </br> === Non-linear Equations === * Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]]) * Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260603.pdf |pdf]]) * Secant Method * False-Position Method </br> === Numerical Integration === * Trapezoidal Rule * Simpson's 1/3 Rule * Romberg Rule * Gauss-Quadrature Rule * Adaptive Quadrature </br> === Roots of a Nonlinear Equation === </br> === Optimization === </br> </br> == Matrix Algebra == === Simultaneous Linear Equations === * A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]]) </br> === Gaussian Elimination === </br> === LU Decomposition === </br> === Cholesky Decomposition === </br> === LDL Decomposition === </br> === Gauss-Seidel method === </br> === Adequacy of Solutions === </br> === Eigenvalue and Singular Value === </br> === QRD === </br> === SVD === </br> === Iterative methods === </br> </br> == Regression == === Linear Regression === </br> === Non-linear Regression === </br> === Linear Least Squares === </br> </br> == Interpolation == === Polynomial Interpolation === </br> === Linear Splines === </br> === Piecewise Interpolation === </br> </br> == Ordinary Differential Equation == </br> == Partial Differential Equation == </br> == FEM (Finite Element Method) == </br> </br> </br> == 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) == </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] 32zyb16669axqt3f07yvprudejhjpsv 2812789 2812787 2026-06-04T18:02:10Z Young1lim 21186 /* Non-linear Equations */ 2812789 wikitext text/x-wiki == 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 </br> === Non-linear Equations === * Bisection Method ([[Media:NM.NLE.1Bisection.20241130.pdf |pdf]]) * Newton-Raphson Method ([[Media:NM.NLE.2Newton.20260604.pdf |pdf]]) * Secant Method * False-Position Method </br> === Numerical Integration === * Trapezoidal Rule * Simpson's 1/3 Rule * Romberg Rule * Gauss-Quadrature Rule * Adaptive Quadrature </br> === Roots of a Nonlinear Equation === </br> === Optimization === </br> </br> == Matrix Algebra == === Simultaneous Linear Equations === * A system of linear equations ([[Media:SystemLinearEq.20240521.pdf |pdf]]) </br> === Gaussian Elimination === </br> === LU Decomposition === </br> === Cholesky Decomposition === </br> === LDL Decomposition === </br> === Gauss-Seidel method === </br> === Adequacy of Solutions === </br> === Eigenvalue and Singular Value === </br> === QRD === </br> === SVD === </br> === Iterative methods === </br> </br> == Regression == === Linear Regression === </br> === Non-linear Regression === </br> === Linear Least Squares === </br> </br> == Interpolation == === Polynomial Interpolation === </br> === Linear Splines === </br> === Piecewise Interpolation === </br> </br> == Ordinary Differential Equation == </br> == Partial Differential Equation == </br> == FEM (Finite Element Method) == </br> </br> </br> == 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) == </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] fxwcemu7fs3czh59k14q0eov0y9yeu5 2 145726 2812768 2812752 2026-06-04T12:59:20Z Atcovi 276019 --> [[Wikiversity:Original research and scholarly standards]] 2812768 wikitext text/x-wiki ==Atcovi/to do== === Current Projects (2026) === * [[Intuitive Calculus]] * [[User:Atcovi/OGM & Suicide/The Paper]] - OGM x SI in high-risk populations according to the IMV model ''[will be moving this off-wiki]'' * [[User:Atcovi/Journey to Clinical PhD]] - figuring this out; current life goal. * [[WikiJournal Preprints/Mental health in Sri Lanka]] (and later in August: [[User:Atcovi/APA2026 Abstract]]) ====Future Endeavors==== * [[WikiJournal Preprints/Suicide amongst refugees in Sweden]] [https://scholar.google.com/scholar?hl=en&as_sdt=0%2C47&as_ylo=2020&as_yhi=2025&q=Suicide+in+Sweden+refugees&btnG=] * Get [[User:Atcovi/Spring2024]] & [[User:Atcovi/Psychopathology]] into the mainspace. Develop [[Child psychology]] & [[User:Atcovi/PSYC318W]] into a complete course. Merge [[Validity]] into [[User:Atcovi/PSYC318W|PSYC318W]]. * Develop resources related to [[suicidology]] (3 stress response systems? effects of catecholamines on suicidal ideation? neurobiology of suicidal ideation? relation between autobiographical memory and suicide?), expand [[wikipedia:Suicidology#Theories_of_suicide|Suicidology#Theories_of_suicide]] either through [[WikiJournal of Science]] or WP editing. =====Wikiversity-Related Works===== * Promote [[Help:Project boxes]], something very useful and unique to Wikiversity. Focus on trying to not only create more project boxes, but to define resource types used in project boxes. **Ex, what is a [[:Category:Workshops|workshop]]? What differentiates between an [[Help:Essay|essay]] and a [[Help:Paper|paper]]? What differentiates between a [[Template:Notes|notes resource]] (that may be ''derived'' from a homework assignment) and a [[Help:Assignment|homework assignment]] [small note: this page seems to be created by accident and may need a revamp]? * [[Wikiversity:Original research and scholarly standards]] & improvements/proposals for [[Wikiversity:Original research]] (ex, [[Template:Original research]] should be a mandatory addition to original research on WV + a notice letting readers know that the work is not established science). Develop other pages related to research ethics, including [[Wikiversity:Research]] & [[Wikiversity:Research ethics]]. * [[Wikiversity:Verifiability]] - start heavily scrutinizing pages that don't meet this criteria. * [[Wikiversity:Artificial intelligence]] - "substantial"? What defines "substantial"? {{Archive box| {{center top}}'''[[User:Atcovi/to do|To do list]]'''{{center bottom}} ---- {{center top}}'''Archives'''{{center bottom}} *[[User:Atcovi/to do/Current Projects/2023]] *[[User:Atcovi/to do/Current Projects/January 4, 2022]] *[[User:Atcovi/to do/Current Projects/September 2017 - January 2018]] *[[User:Atcovi/to do/Current Projects/2015]] ---- }} [[Category:Atcovi's Work]] clwvyw1l66bw3eowsuoykdmjmof6s5v 2812772 2812768 2026-06-04T13:05:41Z Atcovi 276019 interesting thought for [[Wikiversity:Review Board]] 2812772 wikitext text/x-wiki ==Atcovi/to do== === Current Projects (2026) === * [[Intuitive Calculus]] * [[User:Atcovi/OGM & Suicide/The Paper]] - OGM x SI in high-risk populations according to the IMV model ''[will be moving this off-wiki]'' * [[User:Atcovi/Journey to Clinical PhD]] - figuring this out; current life goal. * [[WikiJournal Preprints/Mental health in Sri Lanka]] (and later in August: [[User:Atcovi/APA2026 Abstract]]) ====Future Endeavors==== * [[WikiJournal Preprints/Suicide amongst refugees in Sweden]] [https://scholar.google.com/scholar?hl=en&as_sdt=0%2C47&as_ylo=2020&as_yhi=2025&q=Suicide+in+Sweden+refugees&btnG=] * Get [[User:Atcovi/Spring2024]] & [[User:Atcovi/Psychopathology]] into the mainspace. Develop [[Child psychology]] & [[User:Atcovi/PSYC318W]] into a complete course. Merge [[Validity]] into [[User:Atcovi/PSYC318W|PSYC318W]]. * Develop resources related to [[suicidology]] (3 stress response systems? effects of catecholamines on suicidal ideation? neurobiology of suicidal ideation? relation between autobiographical memory and suicide?), expand [[wikipedia:Suicidology#Theories_of_suicide|Suicidology#Theories_of_suicide]] either through [[WikiJournal of Science]] or WP editing. =====Wikiversity-Related Works===== * Promote [[Help:Project boxes]], something very useful and unique to Wikiversity. Focus on trying to not only create more project boxes, but to define resource types used in project boxes. **Ex, what is a [[:Category:Workshops|workshop]]? What differentiates between an [[Help:Essay|essay]] and a [[Help:Paper|paper]]? What differentiates between a [[Template:Notes|notes resource]] (that may be ''derived'' from a homework assignment) and a [[Help:Assignment|homework assignment]] [small note: this page seems to be created by accident and may need a revamp]? * [[Wikiversity:Original research and scholarly standards]] & improvements/proposals for [[Wikiversity:Original research]] (ex, [[Template:Original research]] should be a mandatory addition to original research on WV + a notice letting readers know that the work is not established science). Develop other pages related to research ethics, including [[Wikiversity:Research]] & [[Wikiversity:Research ethics]]. ** [[Wikiversity:Review board]] - should this be Wikiversity 'crats that review original research proposals? * [[Wikiversity:Verifiability]] - start heavily scrutinizing pages that don't meet this criteria. * [[Wikiversity:Artificial intelligence]] - "substantial"? What defines "substantial"? {{Archive box| {{center top}}'''[[User:Atcovi/to do|To do list]]'''{{center bottom}} ---- {{center top}}'''Archives'''{{center bottom}} *[[User:Atcovi/to do/Current Projects/2023]] *[[User:Atcovi/to do/Current Projects/January 4, 2022]] *[[User:Atcovi/to do/Current Projects/September 2017 - January 2018]] *[[User:Atcovi/to do/Current Projects/2015]] ---- }} [[Category:Atcovi's Work]] qd9ex52dvq71f91svyesx5036p38krn 0 150967 2812803 2596410 2026-06-05T08:27:11Z Jtneill 10242 Adjust title layout 2812803 wikitext text/x-wiki {{title|Self-confidence:<br>Why does self-confidence matter and how can it be developed?}} __TOC__ {{MECR|http://www.screenr.com/We6H}} ==Overview== This chapter discusses what self-confidence is, why is it important and why does it matter. In most societies, self-confidence has been seen and viewed as a valuable and important asset that an individual can have(Bénabou & Tirole, 2002). This chapter will guide you through all you need to know about self-confidence and how it relates to motivation. You should be able to answer all the focus questions by the end of this book chapter and you will find useful and practical real world examples plus a quiz to test your knowledge. {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==Focus questions== By the end of this book chapter you should gain the self-confidence needed to answer these four questions: 1. What is self-confidence? 2. Why is self-confidence so important? 3. Be able to name at least 2 example of where self-confidence is essential in the real world? 4. How do you develop self-confidence? {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==What is self-confidence== Self-confidence is a realistic belief or expectation individual needs use to achieve success; it is the relationship between an individual and their own environment, when they are satisfied with their social desires (Singh & Agnihotri, 2013). It is the belief a individual has of their own abilities to achieve a goal or task, self-confidence is critical in the effectiveness of achieving these goals and tasks (Chesser-Smyth & Long, 2012). However, if an individual has low or no self-confidence it is not directly linked to ability (Chesser-Smyth & Long, 2012). Self-confidence involves how an individual feels about themselves and how an individual feels about their own personal abilities, this can vary from situation to situation (Javeed, 2013). Self-confidence and self-esteem are closely linked, however totally different, as self-confidence is and self esteem is. It has been noted in an early studies by Fitch (1970)that self-confidence as being an essential part for motivation. Extroverted individuals are more likely to have higher self-confidence than introverts due to different psychological traits (Bénabou & Tirole, 2002). According to the Counselling Centre at the University of Illinois Urbana-Champaign, self-confidence in not a generally way to characterize every aspect of an individuals life but a way to describe parts of it because any individual isn't 100% self-confident with every aspect of their life however they may have high self-confidence when it comes to academic tasks, however isn't at sporting tasks. {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==Why does self-confidence matter?== Self-confidence has been found in literature to be linked to enhancing well-being which is an necessity to maintaining a happy and healthy life (Akerlof and Dickens 1982, Brunnermeier and Parker 2005, Caplin and Leahy 2001, Mobius, et al., 2011; Koszegi 2006). In a study by Bénabou and Tirole(2002) it showed that by having self-confidence, an individuals motivation will be enhanced. Due to this, individuals that with high self-confidence have enhanced motivation which contributes to many aspects of life, such as, work, sport and academic goals (Bénabou & Tirole, 2002). This also a contributor when an individual is invested in an others performance which then gives them high self-esteem (Bénabou & Tirole, 2002). In the study by Bénabou and Tirole (2002) it discusses why self-confidence matters to motivation because it is an important tool to how an individual handles social interactions and situations. They found that individuals that had high self-confidence are able to react to social interactions in a manner that includes both "can do" optimism and "defensive" pessimism. In turn this is why individuals generally prefer to in a relationship with a person who has self-confidence, rather than individuals who are self-doubting (Bénabou & Tirole, 2002). Self-confidence is an important and essential part to enhance an individuals abilities and for them to become effective learners (Owens, 2001). The Counselling Centre at the University of Illinois Urbana-Champaign discussed how a lack of self-confidence is purely not linked to a lack of abilities, it can sometimes be the end result an individual is focusing on is out of reach, the goals that the individual is setting are non-realistic or other standards of themselves or of the views another individual has of them are negative influences. Self-confidence does matter and a higher level of self-confidence is achievable once individuals realise self-confidence does matter. Also, in the past literature and in a study by Mobius and colleagues shows that when it comes to self-confidence there is a significant gender difference, with significantly more men than women who have higher self-confidence, this is because women are believed to protective values more than men. ===Examples of why self-confidence matters=== Self-confidence is an essential part needed to excel in many aspects of life, with four real world and practical examples of where self-confidence is essential to achieving high level results. ====Sport==== [[File:Flickr - tpower1978 - All Japan Water Polo Championships (4).jpg|thumbnail|Self-confidence in sport.]] A big area self-confidence is explored in is sport. A study my Javeed (2013), explored the difference between both male and female athletes and male and female non-athletes self-confidence levels. He compared the two groups by conducting a self-confidence test created by Dr Smt Rashmi Jain (2008), the test was devised of 50 items and five alternatives. Javeed (2013) found that male and female athletes had significantly higher self-confidence than male and female non-athletes. A area that gains a lot of attention for research in this field is how an athlete's self-confidence effects their performance (Thelm, 2008) ====Academic==== Self-confidence can also affect a student’s academic performance, Self-confidence is very important when it comes to academic achievement and in a study by Vrtacnik and Gros (2012) they explored student’s academic performance on the effect of motivation and attitudes. It was noted by students if the environment they completed their academic work was a relaxing environment, they were more likely to have higher self-confidence. A student’s environment contributed to their levels of self-confidence when conducting academic based work (Vrtacnik & Gros, 2012). Kumar (2012) widely believes that once students gain a high level of self-confidence it progressively develops I conjunction with academic success and satisfaction as well as the ability to create positive relationship. He describes self-confidence what provides student’s with the motivation to learn and to be energetic about their own learning and abilities and that the classroom environment is an essential in building high self-confidence levels in students. Heubner (2009) explores how to encourage girl to peruse the study of both maths and science. In a longitudinal study by Herbert and Stipek (2005) on the views of a children’s own abilities focusing mainly on maths classes, discovered that from an early age, girls would rate themselves lower than boys would, even if no academic differences actual exist. These findings are important because if a student feels self-confident in each academic discipline and the work required for it, they are more likely to achieve higher results and are also more likely to want to pursue a career in these disciplines (Simpkins & Davis-Kean, 2005). To be able to achieve this we need to create new ways to boost a student’s self-confidence, within the classroom by creating a relaxing atmosphere for the students to study and work in and also by having a mentoring program. This is necessary because if students have higher self-confidence levels they are more likely to gain significantly higher academic results. Turner and colleagues’ (2002), investigated the relationship between academic learning and the environment of 1197 6th grade school student s undertaking a maths class. They found that student’s that lacked self-confidence in this particular subject failed to ask for help and ask questions. However, if the teacher gave honest praise to individual student accomplishments and efforts ad told each student detailed feedback, the student’s where more likely to ask for help and gain higher self-confidence in the subject (Turner et al., 2002). ====Mental Health==== Singh and Agnihotri (2013) conducted a study on the mental health of secondary school students and how this affects self-confidence. They used a Self-Confidence Inventory (ASCI) by Rekha Agnihotri (1987) to measure the self-confidence of these students(as cited in Singh & Agnihotri, 2013). They found that the majority of secondary school students had average self-confidence and average mental health levels. They also found that if a student has a healthy mental health they had high self-confidence. In this study there was no significant difference between genders. Similarly, in Simran (2008) study (as cited in Singh & Agnihotri, 2013) on 170 rural females to find if there is a correlation between mental health and self-confidence. He found that there was a strong positive correlation between their mental health and self-confidence. In another study, Somal (2008) explored the link between friendship, aggression and self-confidence (as cited in Singh & Agnihotri, 2013)of teenage males and females with the same consisting of a 100 males and a 100 females. This study found that friendship and self-confidence was positively correlated for girls and was reverse for the boys. These study shows that healthy mental health is required to maintain a high-self confidence level therefore, steps towards improving mental health are need to insure all individuals can develop a higher level of self-confidence. ====Body image==== Body image can have significant effect on an individual’s self-confidence (Price, 2010). A article written by Price (2010) explored how body image affected the self-confidence of older women. Concerns about an individual’s body weight and what they believe is healthy may impact how the individual views themselves, also if individual is or has suffered from illness, injury treatment and surrey can impact an individual’s view of their own body image and in turn lowering their self-confidence (Price, 2010). This article discuses how an individual uses their own views on their body is a building block for their own emotions, beliefs, goals and behaviour, for example an individual may attend a body pump class at their local gym because they think their body is fit enough to keep up with the activities, not necessarily to challenge their body. {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==How is self-confidence developed and how can you build it?== [[File:Model.jpg|thumbnail|Feeling confident in yourself.]] The Counselling Centre at the University of Illinois Urbana-Champaign describes how self-confidence is developed through many factors. They discussed how a child’s parents influence how a child feels about themselves, especially in the early years of their life. They explain this through how parents provide acceptance towards the child which creates a solid foundation for positive feelings about themselves, if a parent inspires their child to move towards being self-sufficient and still show affection when the child makes a mistake, the child will start to develop a healthy self-confidence. They explain the influence from parents can also be extremely detrimental to the child is one or both parents are overly critical, intense, overbearing, disapproving, discouraging, limiting independence, and judgmental, a child may come to the conclusion they are incapable and irresponsible. Another big influence on self-confidence in this article is the influence of an individuals friends and peer groups. They discuss this by stating that the influence of an individuals friends can easily effect how an individual develops self-confidence, especially for university students who are re-ex-aiming their sense of self. It has been found that is an individual has had a mentor or has looked to others for help are able to develop a higher self-confidence compared to individuals that didn't (Ojewunmi, 2011). Self-confidence improves an individual's motivation to peruse projects and goals despite any temptation or distractions that may become present and to test an individual's will power(Bénabou & Tirole, 2002). Self-confidence can be built by setting realistic goals, seeking advice and willing to expand on our own abilities(Bénabou & Tirole, 2002). The Counselling Centre at the University of Illinois Urbana-Champaign has four strategies that can help influence higher levels of self-confidence, they are: - Look to your strengths: Instead of only giving yourself credit when you have reached the end goal, reward yourself for genuine effor, by focusing on what you can do rather than on what can't. By doing this you are breaking the end goal into "bite size" pieces that are manageable and you are rewarding yourself for the effort you are putting in rather than focusing on the final goal. -Take risks! When faced with something new take it as a chance to learn and grow instead of looking at it as something you will either win or lose. By doing this you are widening your list of things yo can do which can increase your self-confidence. If you look at every new opportunity as something to fail at or lose you are limiting your abilities and inhibiting the chance to gain self-confidence. -Talk to yourself: Take a few minuets out of everyday to talk to yourself about the positives. If you catch yourself expecting un-realistic goals, remind yourself that no one is perfect and that you need to -Self-evaluation: Learn how to calculate yourself and by doing this you will be able to switch of the opinions of other that could be detrimental to the development of self-confidence. In doing this you are refocusing the feels you have about yourself influenced by others, to a new out look on your own behavior and will hopefully also bring a stronger sense of self to an individual and to prevent others stealing your power. {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==Negative effects of self confidence== Having high self-confidence can have its down falls, because individuals want to maintain the positive feels associated with self confidence it may cause them to handicap themselves (Gadbois & Sturgeon, 2011). Self-handicapping is an individual sets themselves up with an external cause for failure of a task to preserve self-confidence, this includes externalising issues, making up excuses for possible failures or they have a fear of failure(Gadbois & Sturgeon, 2011). {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==Ouiz== <quiz display=simple> {Are introverts more likely to have higher self-confidence than extravorts?} - True + Flase {Is self-condifience important in the performace of athletes?} + True - False {Does self-confidence contribute to motivation?} + True - False {Are all parental influences postive when a child is growing up to develop a high level of self-confidence?} + True - False </quiz> {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==Summary== Self-confidence is not necessarily a lack of ability but it is vital to help an individual to achieve goals and succeed in areas such as sports or academic tasks. Self-confidence is important as it enhances many other aspects of an individual’s life, such as their well-being, happiness and a healthy life. Self-confidence is a contributing factor to many real world activities, for example; sports, academic tasks, mental health and body image, that require self-confidence to be able to achieve them at a higher level. Self-confidence is developed through the influence of the people around us, such as parents and friends. It can be built by setting realistic goals, seeking advice and willing to expand on our own abilities. {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==See also== [[Motivation and emotion/Book/2013/Self-confidence and sport]] [[Motivation and emotion/Book/2013/Self-esteem]] [[Motivation and emotion/Book/2013/Self-handicapping]] {{RoundBoxBottom|theme=2}} {{RoundBoxTop|theme=2}} ==References== {{hanging indent| Akerlof, George A. and William T. Dickens, “The Economic Consequences of Cognitive Dissonance,” American Economic Review, 1982, 72 (3), 307–319.}} Bénabou, R., & Tirole, J. (2002). Self-confidence and personal motivation. The Quarterly Journal of Economics, 117(3), 871-915. Brunnermeier, Markus K. and Jonathan A. Parker, “Optimal Expectations,” American Economic Review, September 2005, 95 (4), 1092–1118. Caplin, Andrew and John Leahy, “Psychological Expected Utility Theory And Anticipatory Feelings,” The Quarterly Journal of Economics, February 2001, 116 (1), 55–79. Chesser‐Smyth, P. A., & Long, T. (2013). Understanding the influences on self‐confidence among first‐year undergraduate nursing students in Ireland. Journal of Advanced Nursing, 69(1), 145-157. Fitch, G. (1970). Eff ects of self-esteem, perceived performance, and choice on causal attributions. Journal of Personality and Social Psychology, 16 (2), 311-315. Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self-handicapping: Relationships with learning specific and general self-perceptions and academic performance over time. British Journal of Educational Psychology, 81(2), 207-222. doi: 10.1348/000709910X522186 Herbert, J., & Stipek, D. (2005). The emergenceof gender differences in children’sperceptions of their academiccompetence. Applied DevelopmentalPsychology, 26, 276–295. Heubner, T. A. (2009). Encouraging Girls to Pursue Math and Science. Educational Leadership, 67(1), 90-91. Horn, T. S. (Ed.). (2008). Advances in sport psychology. Human kinetics. Koszegi, Botond, “Ego Utility, Overconfidence, and Task Choice,” Joural of the European Economic Association, 2006, 4 (4), 673–707. Kumar, P. (2012). In The Classroom: Factors -- Motivating And De Motivating. Golden Research Thoughts, 2(4), 1-4. JAVEED, Q. (2013). A STUDY OF SELF ESTEEM AND SELF CONFIDENCE ATHLETE AND NON-ATHLETE. Golden Research Thoughts, 2(12), 1-3. Mobius, M. M., Niederle, M., Niehaus, P., & Rosenblat, T. S. (2011). Managing self-confidence: Theory and experimental evidence (No. w17014). National Bureau of Economic Research. Ojewunmi, K. (2011). DOES MENTORING MATTER? For The Protégé: Getting Your Feet Wet Without Worrying About Drowning. IFE Psychologia, 129-142. Owens, T. J. (2001). Extending self-esteem theory and research. Cambridge: University Press. Price, B. (2010). The older woman's body image. Nursing older people, 22(1), 31. Simpkins, S., & Davis-Kean, P. (2005). Theintersection between self-concept andvalues: Links between beliefs and choicesin high school. New Directions for Childand Adolescent Development, 110, 31–47. SINGH, R., & AGNIHOTRI, A. (2013). MENTAL HEALTH OF SECONDARY SCHOOL STUDENTS IN RELATION TO SELF-CONFIDENCE. Golden Research Thoughts, 2(11), 1-6. Somal, Renu (2008). “Relationship between Friendship, Aggression and Self-Esteem”, Praachi Journal of Psycho-Cultural Dimensions, vol.24 (1). Turner, J., Midgley, C., Meyer, D., Gheen,M., Anderman, E., Kang, Y., & Patrick, H. (2002). The classroom environment andstudents’ reports of avoidance strategies inmathematics: A multimethod study.Journal of Educational Psychology, 94(1),88–106. University of Illinois (2007). Counselling Centre. Self -confidence [Online]. Available: http://www.counselingcenter.illinois.edu/self-help-brochures/self-awarenessself-care/self-confidence/ Vrtacnik, M., & Gros, N. (2012). The impact of a hands-on approach to learning visible spectrometry upon students' performance, motivation, and attitudes.Acta chimica Slovenica, 60(1), 209-220. {{RoundBoxBottom|theme=2}} [[Category:Motivation and emotion/Book/Self-confidence|{{SUBPAGENAME}}]] [[Category:Motivation and emotion/Book/2013|Self-confidence]] 8o7a2k1or26co5azlz6dsibu8apsh2c 4 246580 2812820 2809733 2026-06-05T11:44:20Z Jtneill 10242 Simplify 2812820 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. When creating a new request, please sign with <code><nowiki>--~~~~</nowiki></code>. * See [[Wikiversity:Chat]] to coordinate activities in real time. * See [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages that are of interest to you to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> * See also: {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> d0q665su7b8844v5j3z0btt4h172p5k 2812821 2812820 2026-06-05T11:44:57Z Jtneill 10242 2812821 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. When creating a new request, please sign with <code><nowiki>--~~~~</nowiki></code>. * See [[Wikiversity:Chat]] to coordinate activities in real time. * See [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages that are of interest to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> * See also: {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> efybew82imujmysj9w1b65fwxx806lw 2812822 2812821 2026-06-05T11:45:32Z Jtneill 10242 2812822 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. When creating a new request, please sign with <code><nowiki>--~~~~</nowiki></code>. * See [[Wikiversity:Chat]] to coordinate activities in real time. * See [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages that are of interest to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> 9xqn0rg2smu67t48lbp8ot24oavv7m1 2812824 2812822 2026-06-05T11:50:42Z Jtneill 10242 + link to create a new request and comment out signing with tildes because its not used so much anymore 2812824 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. You can ''''[[Special:NewSection/Wikiversity:Request custodian action|create a new request]]<!-- Please sign with <code><nowiki>--~~~~</nowiki></code>. --> * See [[Wikiversity:Chat]] to coordinate activities in real time. * See [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages that are of interest to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> it5vk4ihl0hmnqqgizaomas1l46v7o0 2812825 2812824 2026-06-05T11:51:53Z Jtneill 10242 Tidy create a new request 2812825 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. You can '''[[Special:NewSection/Wikiversity:Notices for custodians|create a new notice]].<!-- Please sign with <code><nowiki>--~~~~</nowiki></code>. --> * See [[Wikiversity:Chat]] to coordinate activities in real time. * See [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages that are of interest to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> kaz3hu43woj2lbgejcr5sx1lnphl2bj 2812826 2812825 2026-06-05T11:53:59Z Jtneill 10242 Revise action words 2812826 wikitext text/x-wiki <includeonly>__NEWSECTIONLINK__{{Nobots}}</includeonly>{{RoundBoxTop|theme=14}} {{Portal-head2|2=Welcome}} <hr> <includeonly>{{Shortcut|WV:NOTICE|WV:AN}}</includeonly> This page is for posting notices of interest to custodians and [[Wikiversity:Support staff|support staff]]. You can '''[[Special:NewSection/Wikiversity:Notices for custodians|create a new notice]].<!-- Please sign with <code><nowiki>--~~~~</nowiki></code>. --> * Use [[Wikiversity:Chat]] to coordinate activities in real time. * Go to [[Wikiversity:Request custodian action]] to request admin actions * Look at [[Special:Unwatchedpages]] and add some pages of interest to your watchlist. <includeonly>* Review the [[/Archive|archives]] for past discussions.</includeonly> {{RoundBoxBottom}} {{Administering Wikiversity}}<includeonly> [[Category:Wikiversity administration]] [[Category:Wikiversity custodianship]] </includeonly> 1gkbdhbvy5vq2ffmlijm7kuqy5je6st 5 255115 2812770 2812740 2026-06-04T13:01:40Z Codename Noreste 2969951 /* My thoughts about this user group */ reply to Jtneill ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2812770 wikitext text/x-wiki == Implementation == Interface administrator rights were initially discussed at [https://en.wikiversity.org/wiki/Wikiversity:Colloquium/archives/August_2018#Mediawiki_JavaScript_and_CSS_Editor_Role]. I'll repeat my summary comment from that discussion: :Based on the most recent description, and the (lack of) frequency of editing the user interface, this doesn't seem to be something that anyone needs on a regular basis. In a typical computing environment, users would have different accounts for different roles, only logging in as an administrator when necessary. In this environment, we have one account, but can adjust the roles when needed. My preference is for no one to have the role on a permanent basis. I'd rather see us take one of two approaches: # Interface administrator can be added on request for a short period of time (1 day or perhaps 1 week) to allow the changes to be made, and then the right expires again. It is up to the bureaucrat considering the request as to whether or not the user making the request is qualified to make the change. # We can have a formal approval process for who is allowed to make user interface changes. Bureaucrats would only be able to authorize one of these users for a period of time (1 week - longer shouldn't be necessary). There are two reasons for my hesitation to add the role permanently. 1) The role was created because this is a security risk. Accounts become compromised. The fewer rights someone has, the less risk is involved. 2) Requiring request and approval ensures that anyone wanting to make a user interface change runs their idea past a bureaucrat for review. There have been three instances I can recall of users requesting user interface changes since the new role took effect 14 months ago. In two of the requests, the user was granted rights to make the changes. In the third request, I granted myself rights to make the change on behalf of the user. This has worked well with minimum delay and, from my perspective, proper oversight and control. I would advocate for the first option, with bureaucrats adding the role on request and a 24-hour expiration, which may be extended as needed for further testing. [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:47, 20 October 2019 (UTC) :Thanks for the link; I missed that thread. Above sounds good. Given how infrequent the need is we should have a simple process. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 17:32, 20 October 2019 (UTC) ::As per discussion on [[Wikiversity:Request_custodian_action#Interface_admin_needed]] I am just adding a couple of points. As indicated by the recent request, to receive Interface Admin rights according to the [https://meta.wikimedia.org/wiki/Interface_administrators WM:Meta Policy] the user needs to have set up [https://meta.wikimedia.org/wiki/Help:Two-factor_authentication Two-factor authentication]. This is because of the high security risk for this user right. On Wikispecies we have a semi permanent Interface Administrator as per [https://species.wikimedia.org/wiki/Wikispecies:Interface_administrators Wikispecies Local Policy] The user has the rights for maximum of 12 months at a time and is a highly trusted member of the Wikimedia Foundation. However, I do not think this is necessary and granting this right temporaily for a period of 24 hours to a maximum of 2 weeks is reasonable but should still be restricted to trusted users, they will usually have at least some administrative role already, demonstrate knowledge of CSS / Java whatever they are intending to do. They must also have the necessary security login as mentioned above. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 15:33, 24 October 2019 (UTC) == Musing from DannyS712 == {{archive top}} The outstanding phab request is now resolved (see [[phab:T238967]]) and this discussion is closed as having '''support''' from the community. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:54, 26 November 2019 (UTC) Hi. I thought I should share my own views, given the discussion at [[Wikiversity:Request custodian action#Interface admin needed]]. I tried to be conservative in my proposal. # Bureaucrats have the technical ability to grant interface adminship to all users. It ''can'' be granted either temporarily or permanently. ## 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 (not to exceed 2 weeks without discussion) ## To provide a second set of eyes, bureaucrats '''may not grant themselves interface adminship''' - it must be granted by a different bureaucrat ### Exception: If no other bureaucrats are available within a reasonable amount of time, and other uninvolved support staff agree that the request is reasonable, a bureaucrat may grant themselves the rights ## Interface adminship should not be granted to non-support staff (non-custodian, non-curator) without prior discussion # Bureaucrats have the technical ability to revoke interface adminship from all users. ## Since interface adminship ''should'' only be granted temporarily, this shouldn't be needed much ## A bureaucrat may, without prior discussion, revoke interface adminship if it is being used to edit against the community's wishes, or otherwise being used improperly. The bureaucrat must then open a discussion. ## A bureaucrat may, after prior discussion, revoke interface adminship if there is consensus among support staff that it should be revoked. ## A bureaucrat may, at the request of any interface administrator, revoke their interface adminship ## '''Proposal:''' Any interface administrator should be able to '''revoke their own''' interface adminship, in case they have finished the task faster than expected. # Interface administrators have the following technical abilities ## <code>editusercss</code>, and <code>edituserjs</code> - the ability to modify the css/js of other users. This may be used ### To perform uncontroversial maintenance ### To edit user scripts that are used by others, if the owner is inactive and unresponsive ## <code>editsitecss</code>, and <code>editsitejs</code> - the ability to modify the css/js/json of the site. This may be used ### To perform uncontroversial maintenance ### To edit sitewide gadgets, following consensus (or, in lower-stakes cases, no objections) regarding the edits ## <code>edituserjson</code>, <code>editsitejson</code>, and <code>editinterface</code> - the ability to edit user json, site json, pages in the mediawiki namespace. These rights are granted to all custodians, and non-custodian interface administrators should follow the same guidance as custodians ## <code>oathauth-enable</code> - the ability to enable two factor authentication. All interface administrators are required to activate 2fa. # Additional proposals ## Requests for interface adminship, and discussions regarding revoking such rights, should be made publicly in well-watched areas, such as at [[Wikiversity:Notices for custodians]] or [[Wikiversity:Request custodian action]] Thoughts? Thanks, --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 22:15, 13 November 2019 (UTC) *Thanks {{at|DannyS712}}. I like your layout here, also agree with and support your proposal that Interface Admins can revoke their own rights when done. This particular set of tools is a bit of a double edge. Its one that in all honesty only people who actually need it would likely ask for, hence it should not come up often and will almost always be by trusted users, however, the double edge is it is one that ca do a lot of harm because of the ability to edit javascript etc. As such it should only be a temporary one and as you say they must have the 2fa activated. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 01:30, 14 November 2019 (UTC) * {{At|DannyS712}} I agree. This is good work. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 15:00, 14 November 2019 (UTC) ** In a few days, if no one objects, I'll file a phabricator task for interface admins to be able to remove their own interface admin rights. --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 17:15, 14 November 2019 (UTC) *** {{At|DannyS712}} I've added a site notice. Please give it seven days, just so we're consistent. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:38, 14 November 2019 (UTC) **** I've added a note about where discussions should be held --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 18:50, 14 November 2019 (UTC) * I think it looks fine. Thanks for writing this up. I'd say that if we adopt this on the attached page we should also include the explanatory info from meta. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 04:23, 20 November 2019 (UTC) ** If there is consensus to adopt it I can write it up as actual prose, and include explanatory info and related. Just ping me once its decided --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 05:12, 20 November 2019 (UTC) **{{At|DannyS712}} agree with this, I think it will be helpful that certain terms such as 2fa, are linked to their meta pages apart from the explanatory notes and other links to policies etc. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 06:46, 20 November 2019 (UTC) * {{At|DannyS712}} Support for this looks fine. Maybe use cases can be extended to cross language support. Sometimes I appreciate some element in the english wikiversity that I miss in the german wikiversity. For [[Wiki2Reveal]] I decided for piloting and proof of concept to create a [https://niebert.github.io/Wiki2Reveal GitHub-Repository] to have that available language indepentently in the German and English Wikiversity and just fetch the wiki sources and convert on the client side for this proof of concept. --[[User:Bert Niehaus|Bert Niehaus]] ([[User talk:Bert Niehaus|discuss]] • [[Special:Contributions/Bert Niehaus|contribs]]) 04:56, 21 November 2019 (UTC) ;Update Okay, its been a week; I've created a new policy page. Can someone else please verify that this follows the consensus here and tag it as a policy? Thanks, --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 00:48, 22 November 2019 (UTC) :{{ping|DannyS712}} I added a couple of links for JS and CSS for those unfamiliar with the terms. (Feel free to point to a better description, if you know of one.) Is there a phab request id or were you waiting for closure to open that? In any case, I've added {{tl:policy}} as there is a clear consensus. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:18, 23 November 2019 (UTC) :: Phab task for what? --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 00:34, 23 November 2019 (UTC) :::"In a few days, if no one objects, I'll file a phabricator task for interface admins to be able to remove their own interface admin rights."[https://en.wikiversity.org/w/index.php?title=Wikiversity_talk:Interface_administrators&diff=2093191&oldid=2093157] Just inquiring if you've added that task. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:36, 23 November 2019 (UTC) ::::[[phab:T238967]] and [[gerrit:552615]] --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 00:53, 23 November 2019 (UTC) :::::Thanks, I highly support this request. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 02:05, 23 November 2019 (UTC) {{archive bottom}} == Restriction on self-granting == Pinging users who participated above: {{ping|Dave Braunschweig|Mu301|Faendalimas|Bert Niehaus}} The policy specifies that bureaucrats should not grant themselves these rights (unless no one else is around). This be enforced at the technical level, and, if no one else is around to grant it, requests be filed with stewards. This helps to ensure that a compromised bureaucrat account doesn't cause as much damage. If there is support for such a technical requirement, I have already written the code, and we just need to convince the developers that it would be useful; see [[phab:T44072]]. Thoughts? --[[User:DannyS712|DannyS712]] ([[User talk:DannyS712|discuss]] • [[Special:Contributions/DannyS712|contribs]]) 06:51, 15 December 2019 (UTC) *{{support}} yes this makes sense, crats are also accountable and there is the safety aspect for compromised account. Getting another crat or a steward to do it is not difficult. Cheers [[User:Faendalimas|<span style="color: #004730">Scott Thomson</span>]] (<small class="nickname">Faendalimas</small>) ^{[[User talk:Faendalimas|<span style="color: maroon">talk</span>]]} 12:12, 15 December 2019 (UTC) * {{comment}} Seems like locking a screen door. It keeps honest people honest, but probably doesn't do anything in terms of improving security. A compromised account could be used to promote a secondary account very quickly. Then you have to add policies for how old is the account that is being promoted, etc. I think there's more to this than just self-granting. If WMF wants to implement this Wikimedia-wide, that's fine. But I don't see it being necessary just for Wikiversity. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 19:27, 15 December 2019 (UTC) == My thoughts about this user group == Because it is a sensitive user group, if this can be granted permanently, it may be granted only to [very] few curators and custodians who have a demonstrated need for it, and they must pass an RFA-like process (with a process listed at [[Wikiversity:Candidates for Interface Adminship]]). A notification may be posted to well-watched areas or through the site notice. And importantly, there must be at least no less than two IAs for mutual accountability, as close as the two CU/OS member requirement. My other thought is, why doesn't this project have a current need for interface administrators? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 17:56, 3 June 2026 (UTC) : Agree with all of the above suggested policy and procedure changes including to remove the first part of, and update, "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)" so that it could be possible to have permanent IAs. : What inactivity rule(s) would apply? -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 07:20, 4 June 2026 (UTC) :: I would suggest applying the standard inactivity policy only, if that is proposed. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 13:01, 4 June 2026 (UTC) 9uwpzqhrmx80siv3kas3mnyvmmk7zdv 0 299624 2812781 2706425 2026-06-04T15:19:18Z Sylvain Ribault 2127778 Differential operator 2812781 wikitext text/x-wiki In two-dimensional critical loop models, the monochromatic exponents are a series of universal quantities that govern the behaviour of probabilities of connections by a number of disjoint paths. The first non-trivial case is the backbone exponent. The expression for this exponent is more complicated than those for other known critical exponents. In particular, in the special case of critical percolation, the backbone exponent is a transcendent number, while other known exponents are rational numbers.<ref name="nqsz23"/> The determination of the backbone exponent raises two questions: * Determining the other monochromatic exponents. * Finding a simple derivation. In particular, the known derivation couples the loop model to quantum Liouville gravity. Is it possible to avoid this step? == The backbone exponent == === Original formulation === For <math>4<\kappa<8</math> the parameter of a conformal loop ensemble, the backbone exponent <math>\xi</math> obeys<ref name="nqsz23"/> :<math> \sin\left(\tfrac{8\pi}{\kappa}\right) \sqrt{\tfrac12 \kappa \xi +\left(1-\tfrac{\kappa}{4}\right)^2} = \sin\left(\tfrac{8\pi}{\kappa}\sqrt{\tfrac12 \kappa \xi +\left(1-\tfrac{\kappa}{4}\right)^2}\right) \quad ,\quad 0<\xi <1-\tfrac{2}{\kappa} </math> Depending on <math>\kappa</math>, this equation has one or two solutions. If there are two solutions, one of them is <math>1-\tfrac{\kappa}{8}</math>, and the exponent is the other one. === CFT variables === The parameter <math>\kappa</math> is related to the central charge <math>c</math> and the contractible loop weight <math>n</math> by :<math> c= 13-6\beta^2 -6\beta^{-2} \quad , \quad \beta =\frac{2}{\sqrt{\kappa}} \quad , \quad \frac12<\beta^2 <1 \quad , \quad n = -2\cos(\pi\beta^2) </math> The exponent is a conformal dimension, i.e. twice a chiral conformal dimension. The corresponding momentum <math>P</math> and loop weight <math>w</math> are defined by :<math> \xi = \frac{c-1}{12} + 2P^2 \quad \iff \quad P = \sqrt{\tfrac{\xi}{2} + \kappa^{-1}\left(1-\tfrac{\kappa}{4}\right)^2} \quad , \quad w = 2\cos(2\pi \beta P) </math> The momentum is a natural variable in CFT, as it allows many formulas to simplify, including the fusion rules of degenerate fields, and the DOZZ formula for the three-point structure constants of Liouville theory. Special values of the momentums are :<math> P_{(r,s)} = \frac{r}{2}\beta - \frac{s}{2}\beta^{-1} </math> where <math>r,s</math> are Kac table indices, which are integer for degenerate representations of the Virasoro algebra. Many known critical exponents correspond to momentums <math>P_{(r,s)}</math> with rational indices. In terms of the CFT variables <math>\beta, P</math>, the equation that determines the backbone exponent reads :<math> \varphi\left(4\pi\beta P\right) = \varphi\left(4\pi \beta P_{(1,0)}\right) \quad \text{with} \quad \varphi(x)=\frac{\sin(x)}{x} \quad \text{and} \quad \beta^{-1}-\beta < 2P < \beta^{-1} </math> === Derivation === The derivation involves coupling SLE<math>_\kappa</math> to what is called Liouville theory with parameter <math>\beta=\frac{\gamma}{2}</math> and central charge <math>c^f=1+6(\beta+\beta^{-1})^2</math> such that <math>c^f+c=26</math> where <math>c</math> is the loop model's central charge. However, the bulk cosmological constant vanishes, so this is a [[w:Massless_free_scalar_bosons_in_two_dimensions|free bosonic CFT]] with conformal boundaries i.e. boundary conditions that break the affine symmetry. (Such boundary conditions are well-known in the case of compactified free bosons with <math>c=1</math>.<ref name="jan01"/>) The coupling between the loop model and the free boson involves fields with total dimension <math>\Delta+\Delta^f=1</math>. We write <math>\Delta=\frac14(\beta-\beta^{-1})^2 +P^2</math> and <math>\Delta^f = \frac14(\beta+\beta^{-1})^2 -P^2</math>, then the momentum <math>P</math> is related to the "Liouville" bulk or boundary momentum <math>\alpha</math> by <math>\alpha = Q+2P</math> with <math>Q=\beta+\beta^{-1}</math>. In terms of Kac table indices <math>r,s</math> we have <math>P^f_{(r,s)} = \frac{r}{2}\beta + \frac{s}{2}\beta^{-1}= P_{(r,-s)}</math> so that <math>\Delta_{(r,s)}+\Delta^f_{(r,-s)}=1</math>. The fundamental quantity is the joint moment (4.8), which comes from conformal welding (3.15), and reads in our notations :<math> g(P, p) = \nu_\kappa\left[|\psi'(i)|^{-2\Delta_P} |\varphi'(1)|^{\Delta_{(3,1)}-\Delta_p}\right] </math> where <math>\nu_\kappa</math> is the SLE measure, <math>\psi,\varphi</math> are conformal transformations, and <math>P,p</math> are a bulk and a boundary momentum. It turns out that up to simple factors, this quantity is an integral transform of a certain boundary 3-point structure constant, with respect to a boundary cosmological constant. This is written in Eq. (4.9), which has the form :<math> g(P, p) \left\langle V_P B_p\right\rangle \propto \int_0^\infty d\mu \frac{\mu^{-2\beta^{-1}P}}{\mu(\mu+1)} \left\langle B_{P_{(1,0)}}B_{P_{(1,0)}}B_p\right\rangle_{\mu,1,1} </math> where <math>V_P</math> and <math>B_p,B_{P_{(1,0)}}</math> are bulk and boundary fields in "Liouville" theory. The monochromatic momentum is a solution of (1.6), which (up to a detail) reads :<math> g(P, P_{(3,1)}) = 1 </math> And <math>g(P, P_{(3,1)})</math> can be computed by performing the integeral. The appearance of boundary fields of momentum <math>P_{(1,0)}</math> is somewhat natural, since the exponent is related to bulk fields of the same momentum. The appearance of the boundary momentum <math>P_{(3,1)}=P^f_{(3,-1)}</math> is more mysterious. Apparently <math>2\Delta_{(3,1)}</math> is the dimension of the set of touching points of the boundary touching loop. == Other exponents and probabilities == === Monochromatic exponents === Monochromatic exponents are labelled by integers <math>k\in\mathbb{N}^*</math>. They govern probabilities of existence of connections with <math>k</math> disjoint paths. Let <math> P^\text{mono}_k</math> be the corresponding momentums. In particular, the backbone exponent corresponds to <math>k=2</math>. Numerical estimates for the monochromatic exponents for percolation:<ref name="jz02"/> :<math> \xi_2 = 0.3569 \pm 0.0006\quad , \quad \xi_3 = 0.77 \pm 0.02 \quad , \quad \xi_4 = 1.33\pm 0.03 \quad , \quad \xi_5= 2.1\pm 0.2 \quad , \quad \xi_6 = 3\pm 0.3 </math> For <math>\beta^2=\frac12</math>, clusters are trees, and the monochromatic exponents correspond to <math>P_k^\text{mono}= P_{(k,0)}= P_{(0,\frac{k}{2})}</math> so that <math>\xi_k = \frac{k^2-1}{4}</math>. === Polychromatic exponents === Polychromatic exponents <math> P^\text{poly}_k</math> are defined similarly to the monochromatic exponents, however the disjoint paths need not all be on clusters, they can also be on dual clusters. The exponents do not change if we assume that the clusters and dual clusters alternate. Clusters and dual clusters are separated by loops, so the polychromatic exponents have an interpretation in loop models. The corresponding momentums are<ref name="ada99"/> :<math> P^\text{poly}_k \underset{k\geq 2}{=} P_{(\frac{k}{2},0)} = \frac{k}{4}\beta </math> In critical loop models, these momentums correspond to the conformal dimensions of the so-called watermelon operators, which create <math>k</math> loops. The case <math>k=1</math> is special, with :<math> P^\text{poly}_1 = P^\text{mono}_1 = P_{(0,\frac12)} </math> In the case of percolation <math>\kappa=6</math> i.e. <math>\beta^2=\frac23</math>, we have the Beffara-Nolin inequalities<ref name="bn09"/> :<math> P^\text{poly}_k < P^\text{mono}_k < P^\text{poly}_{k+1} </math> === Boundary touching probabilities === The expectation value of a certain conformal radius <math>R</math> to a power <math>\lambda = -\xi</math> is<ref name="asyz24"/> :<math> P^2<P_{(0,\frac12)}^2 \implies \mathbb{E}(R^{-\xi}) = -\frac{\cos(\pi \beta^2)}{\cos(2\pi \beta P)} = \frac{n}{w} </math> where the momentum <math>P</math> corresponds to the conformal dimension <math>\xi</math>. This results is then refined: we have <math>\mathbb{E}(R^{-\xi})= \mathbb{E}_1(R^{-\xi})+\mathbb{E}_2(R^{-\xi})</math> depending on whether a certain loop touches the boundary of the unit disk or not, with (Theorem 1.2) :<math> P^2<P_{(1,0)}^2 \implies \mathbb{E}_1(R^{-\xi}) = \frac{2\cos(\pi \beta^2)\sin\left(2\pi (\beta-\beta^{-1})P\right)}{\sin(2\pi \beta^{-1}P)} </math> :<math> P^2<P_{(0,\frac12)}^2 \implies \mathbb{E}_2(R^{-\xi}) = \frac{\cos(\pi \beta^2)\sin\left(2\pi (\beta^{-1}-2\beta)P\right)}{\cos(2\pi \beta P)\sin(2\pi \beta^{-1}P)} </math> A further refinement, corresponding to removing boundary-touching loops, is (Theorem 1.3) :<math> P^2<P_{(1,0)}^2 \implies \widetilde{\mathbb{E}}_2(R^{-\xi}) = \frac{\sin\left(2\pi (2\beta-\beta^{-1})P\right)}{\sin(2\pi \beta^{-1}P)} </math> i.e. <math>\mathbb{E}_2(R^{-\xi}) =\mathbb{E}(R^{-\xi})\widetilde{\mathbb{E}}_2(R^{-\xi})</math>. Then given a parameter <math>a</math> (a sort of loop weight), the corresponding nested path exponent <math>\xi_{NP}</math> is a solution of <math>\widetilde{\mathbb{E}}_2(R^{-\xi_{NP}})=a</math>. The nested loop exponent <math>\xi_{NL}</math> is a solution of <math>\mathbb{E}(R^{-\xi_{NL}})=a</math> i.e. it is the dimension associated to the loop weight <math>w=\frac{n}{a}</math>. === Bulk one-arm exponent === Assume that CLE clusters are randomly colored, with two colors of probabilities <math>r, 1-r</math>. Percolation along clusters of the second color gives rise to a critical exponent <math>\xi=\frac{c-1}{12}+2P^2</math> called the one-arm exponent. To write this exponent it is convenient to introduce :<math> \rho' = \frac{\rho+4}{2} = \frac{1}{\pi}\arctan\left(\frac{\sin(2\pi\beta^{-2})}{\cos(2\pi\beta^{-2})+\frac{r}{r-1}}\right) \in (1,2\beta^{-2}) \quad \iff \quad \frac{r}{r-1}=\frac{\sin\pi(2\beta^{-2}-\rho')}{\sin\pi \rho'} </math> Then the momentum <math>P</math> is a solution of<ref name="lsyz24"/> :<math> \frac{\sin\pi(\beta^{-2}+\rho')}{\sin\pi(\beta^{-2}-\rho')} = \frac{\sin 2\pi(\beta^{-1}+\beta \rho')P}{\sin 2\pi(\beta^{-1}-\beta \rho')P} </math> This equation can be rewritten as :<math> \sum_{\begin{array}{c} \epsilon_i = \pm 1 \\ \epsilon_1\epsilon_2\epsilon_3\epsilon_4 = -1\end{array}} \epsilon_2\epsilon_3 e^{i\pi \sum_{i=1}^4\epsilon_i x_i} = 0 \quad \text{with}\quad (x_1,x_2,x_3,x_4) = \Big(\beta^{-2},\rho',2\beta^{-1}P,2\beta\rho'P\Big) </math> == Speculations == In the case of percolation, the backbone exponent is the leading eigenvalue of a differential operator.<ref name="lsw01"/> === A guess for higher monochromatic exponents in percolation=== We assume that the difference between the monochromatic and polychromatic momentums decreases as <math>\frac{1}{k}</math>. This leads to the formula :<math> P^\text{mono}_k = \frac{k}{4}\beta + \frac{2P^\text{mono}_2-\beta}{k} = \frac{k^2-4}{4k}\beta +\frac{2}{k} P_2^\text{mono} </math> This leads to the numerical values :<math> \xi_2 = 0.3567 \quad , \quad \xi_3 = 0.7692 \quad , \quad \xi_4 = 1.3511 \quad , \quad \xi_5= 2.100 \quad , \quad \xi_6 = 3.017 </math> where we take the exact value of <math>\xi_2</math>, and deduce the other exponents. These are very close to the numerical estimates.<ref name="jz02"/> But this works only for the case of percolation <math>\beta^2=\frac23</math>, in particular this fails for <math>\beta^2=\frac12</math>. === Relation with modular kernels === The modular S-matrix is :<math> S_{P,P'} = \cos(4\pi PP') </math> In rational CFTs, this matrix is relevant to the computation of the annulus partition function. However, it is not quite what appears in the computation of the backbone exponent. A quantity that is more closely related to that computation is the modular kernel :<math> S_{P,P'}[\Delta=1] = \frac{\sin(4\pi PP')}{P'} </math> This kernel describes the modular properties of 1-point conformal blocks on a torus with a primary field of conformal dimension 1. (Why would such a field appear?) If <math>P'</math> is the momentum related to the backbone exponent, then <math>P=P_{(2,0)}</math> is the momentum of a watermelon operator that creates 4 loops. === Relation with monodromies of BPZ equations === The function <math>\varphi(x)</math> that defines the backbone exponent can be rewritten in terms of Euler's Gamma function. The Gamma function appears in the monodromy of solutions of BPZ differential equations, which are obeyed by correlation functions that involve degenerate fields. This suggests that the backbone exponent might be determined from a simple condition on the monodromy of a degenerate field around the field that creates the two paths. To be more specific, we have <math>\varphi(\pi x)= \frac{1}{\Gamma(1-x)\Gamma(1+x)}</math>, so the equation that defines the backbone exponent can be rewritten as :<math> \prod_\pm \frac{\Gamma(1\pm 4\beta P)}{\Gamma(1\pm 2\beta^2)} = 1 </math> The BPZ equations for a four-point functions of the type <math>\left\langle V_{\langle r,1\rangle}V_{P_1}V_{P_2}V_{P_3}\right\rangle</math> with <math>r=2,3,\dots</math> have monodromies that involve Gamma functions of combinations of <math>\beta P_i</math>. === Fate of interchiral symmetry === In CFT, does the field whose dimension is the monochromatic exponent break interchiral symmetry? That symmetry is associated to the existence of degenerate fields, and it constrains non-diagonal fields to have fractional Kac indices. Breaking that symmetry would make the CFT harder to approach with known methods. On the other hand, having exact results in a situation with no interchiral symmetry would be new and interesting. == References == {{Reflist|refs= <ref name="lsw01">{{cite web | last1=Lawler | first1=Gregory F. | last2=Schramm | first2=Oded | last3=Werner | first3=Wendelin | title=One-arm exponent for critical 2D percolation | website=arXiv.org | date=2001-08-30 | url=https://arxiv.org/abs/math/0108211 | access-date=2026-06-04}}</ref> <ref name="lsyz24">{{cite web | last=Liu | first=Haoyu | last2=Sun | first2=Xin | last3=Yu | first3=Pu | last4=Zhuang | first4=Zijie | title=The bulk one-arm exponent for the CLE$_{κ'}$ percolations | website=arXiv.org | date=2024-10-16 | url=https://arxiv.org/abs/2410.12724 | access-date=2025-03-14}}</ref> <ref name="asyz24">{{cite journal | last=Ang | first=Morris | last2=Sun | first2=Xin | last3=Yu | first3=Pu | last4=Zhuang | first4=Zijie | title=Boundary touching probability and nested-path exponent for non-simple CLE | publisher=arXiv | date=2024-01-29 | url=https://arxiv.org/abs/2401.15904 | access-date=2024-02-04}}</ref> <ref name="jz02">{{cite journal | last=Jacobsen | first=Jesper Lykke | last2=Zinn-Justin | first2=Paul | title=Monochromatic path crossing exponents and graph connectivity in 2D percolation | publisher=arXiv | doi=10.48550/ARXIV.COND-MAT/0207063 | url=https://arxiv.org/abs/cond-mat/0207063 }}</ref> <ref name="bn09">{{cite journal | last=Beffara | first=Vincent | last2=Nolin | first2=Pierre | title=On monochromatic arm exponents for 2D critical percolation | journal=arXiv | publisher=arXiv | doi=10.48550/ARXIV.0906.3570 | url=https://arxiv.org/abs/0906.3570 | }}</ref> <ref name="ada99">{{cite journal | last=Aizenman | first=Michael | last2=Duplantier | first2=Bertrand | last3=Aharony | first3=Amnon | title=Path Crossing Exponents and the External Perimeter in 2D Percolation | journal=arXiv | publisher=arXiv | doi=10.48550/ARXIV.COND-MAT/9901018 | url=https://arxiv.org/abs/cond-mat/9901018 |}}</ref> <ref name="nqsz23">{{cite journal | last=Nolin | first=Pierre | last2=Qian | first2=Wei | last3=Sun | first3=Xin | last4=Zhuang | first4=Zijie | title=Backbone exponent for two-dimensional percolation | publisher=arXiv | doi=10.48550/ARXIV.2309.05050 | url=https://arxiv.org/abs/2309.05050}}</ref> <ref name="jan01">{{cite journal | last=Janik | first=Romuald A. | title=Exceptional boundary states at c=1 | journal=Nuclear Physics B | date=2001-09-04 | volume=618 | issue=3 | pages=675–688 | doi=10.1016/S0550-3213(01)00486-2 | arxiv=hep-th/0109021 | s2cid=9079750 | url = https://arxiv.org/abs/hep-th/0109021}}</ref> }} [[Category:Research]] [[Category:Conformal field theory]] q702kry0ggf94c0p62e2ueo2h0ynmc5 0 322564 2812806 2776518 2026-06-05T08:34:12Z Jtneill 10242 Adjust category 2812806 wikitext text/x-wiki {{title|Neurodivergence and motivation:<br>How do neurological variations influence motivation?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Neurodivergent Rainbow.png|thumb|'''Figure 1.''' Neurodiversity: a colourful spectrum of unique minds. |155x155px]] '''Scenario one''' Emily, a talented marketing specialist, is launching a new product. She struggles to concentrate during long meetings and finds routine tasks dull. Her impulsiveness and disorganisation often disrupt plans and cause missed deadlines. While creative work energises her, she tends to procrastinate on repetitive tasks. Her sensitivity to criticism and waning enthusiasm make it hard for her to stay motivated over time. {{RoundBoxBottom}} [[w:Motivation|Motivation]] is a key driving force behind our pursuit of goals and greatly influences our actions and decision-making. It arises from internal factors such as desires, values, beliefs, and emotions, as well as external influences like incentives, recognition, and support (Ryan & Deci, 2020). This chapter explores the complex relationship between neurological diversity—specifically [[w:Attention-deficit/hyperactivity_disorder|attention-deficit/hyperactivity disorder]] (ADHD) and [[w:Autism_spectrum_disorder|autism spectrum disorder]] (ASD)—and the subtle processes that motivate us to act, achieve, and connect with the world. Individuals with ADHD and ASD often experience motivation differently compared to their neurotypical peers. We will explore the neurological foundations of these variations, including how differences in brain structure and function contribute to the distinct motivational profiles associated with these conditions. Our goal is to move beyond simple stereotypes and develop a deeper understanding of the challenges and strengths that [[w:Neurodivergent|neurodivergent]] individuals face as they pursue their goals. The aim is to integrate theoretical frameworks, such as [[w:Self-determination_theory|self-determination theory (SDT)]], with insights from neuroscience to achieve a comprehensive understanding of motivation in individuals with ADHD and ASD. This approach explores how challenges in [[w:Executive_functioning|executive functioning]] (EF), reward processing, sensory sensitivities, and [[w:Emotional_dysregulation|emotional dysregulation]] (ED) influence motivation. Furthermore, it emphasises positive attributes such as hyperfocus, intense interests, and unique skills, which can serve as significant motivators. Addressing these challenges requires robust support systems. Developing structured routines, maintaining clear communication, and employing effective coping strategies can help neurodivergent individuals manage their emotions and stress better. Recognising neurological diversity highlights the richness of human cognition (see Figure 1). By tailoring support to each individual, we can prevent overwhelm, minimise behavioural issues, and encourage resilience and motivation. {{RoundBoxTop|theme=3}} '''Focus questions''' * How do ADHD and ASD impact goal setting and achievement? * How can understanding neurodivergence enhance motivation strategies? * What motivational barriers do neurodivergent individuals face, and how can these be addressed? * How do intrinsic and extrinsic motivators differ for individuals with neurological differences? {{RoundBoxBottom}} == Understanding motivation: A theoretical framework == [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|326x326px|'''Figure 2.''' Intrinsic vs extrinsic motivation.]] Motivation is the psychological process that initiates, guides, and maintains goal-oriented behaviours. It is broadly categorised based on the source of the driving force: [[Intrinsic motivation|intrinsic]] or [[Extrinsic motivation|extrinsic]] (Ryan & Deci, 2020; see Figure 2 and Table 1). === Intrinsic motivation === Arises from internal fulfilment and enjoyment. Individuals engage in activities for personal satisfaction rather than external rewards. When goals align with personal values and interests, it boosts commitment, well-being, creativity, and [[w:Resilience|resilience]]. === Extrinsic motivation === Involves pursuing goals for external rewards, like money, grades, or recognition, rather than for personal enjoyment. This dependence on external validation influences goal-oriented behaviour. <div align="center"> {| class="wikitable" |+Table 1. Intrinsic vs extrinsic motivation !Intrinsic motivation !Extrinsic motivation |- |<small>Focuses on internal rewards eg. enjoyment and pleasure</small> |<small>Focuses on external rewards eg. a reward or prize</small> |- |<small>Reading a book for enjoyment</small> |<small>Working a job to earn money</small> |- |<small>Playing sports for fun</small> |<small>Studying for a test to achieve a good grade</small> |- |<small>Volunteering to help others</small> |<small>Following the law to avoid fines</small> |- |<small>Engaging in hobbies, such as crafting </small> |<small>Entering a competition to win</small> |} </div> === Self-determination theory === SDT is a comprehensive psychological framework that explores the complexities of human motivation and personality development. Developed by psychologists [[w:Edward_L._Deci|Edward L. Deci]] and [[w:Richard_M._Ryan|Richard M. Ryan]], this theory comprises five key sub-theories (see Figure 3). [[File:SDT macrotheory.png|thumb|658x658px|'''Figure 3.''' SDT mini theories.|center]] Ryan and Deci (2020) expanded on their earlier work, emphasising the key differences between intrinsic motivation and extrinsic motivation. They state that people are most motivated when their needs for [[w:Autonomy|autonomy]], [[w:Competence|competence]], and relatedness are fulfilled, as outlined in SDT. ==== Autonomy ==== The feeling of having control over one's actions. It encourages intrinsic motivation by fostering ownership and self-directed effort, leading to greater persistence through challenges when actions are self-chosen. ==== Competence ==== The desire to feel capable and successful. It motivates individuals to seek out and tackle challenges, develop skills, and grow. Confident individuals are more likely to choose tasks that promote personal development. ==== Relatedness ==== The innate longing to connect with others, influences motivation and behaviour by fostering a sense of belonging. This need drives people to pursue goals that align with both their own values and those of their social group. SDT provides a deeper understanding of motivation by emphasising the importance of intrinsic factors, as well as the role that social and cultural contexts play in shaping our drive to learn, grow, and succeed. == The neuroscience of motivation == From a neurological perspective, motivation is a dynamic process involving multiple brain circuits that energise, direct, and sustain goal-oriented behaviour. These circuits evaluate the value of a reward, calculate the effort needed, and help maintain focus during execution. Motivation develops from basic drives to complex, purpose-driven actions, and can be divided into three main neurological stages: valence ("wanting"), arousal ("go"), and control ("how"). The interplay of specialised brain regions and neuromodulators shapes the strength, flexibility, and direction of motivated behaviour. Understanding this system is vital for recognising how neurodivergence impacts motivation and goal attainment (Salamone & Correa, 2024). === Key neurotransmitters in motivation === Motivation originates from a complex process involving a network of key neurotransmitters (see Table 2), each playing its own distinct role in shaping our behaviour and emotional well-being. Motivation is a dynamic process that involves the coordination of fast and slow signalling systems to determine incentive value, mobilise effort, assess risk, and focus on a goal. {| class="wikitable" |+Table 2: Neurotransmitters: their roles and mechanisms in motivation !Neurotransmitter !Primary functional role !Key brain regions involved |- |[[w:Dopamine|Dopamine]] |Activation and effort calculation signal the [[w:Salience|salience]] and [[w:Exertion|exertion]] associated with a reward, influencing both willingness to work and motor vigour (Salamone & Correa, 2024). |[[w:Ventral_tegmental_area|Ventral tegmental area]] (VTA) → [[w:Nucleus_accumbens|nucleus accumbens]] (NAc) (reward system), [[w:Prefrontal_cortex|prefrontal cortex]] (PFC), striatum. |- |[[w:Serotonin|Serotonin]] |Regulation and [[w:Inhibition|inhibition]] are essential for managing risk assessment and [[w:Impulse_control|impulse control]], and determining when to adjust or inhibit a current motivated behaviour. (Berger et al., 2009). |[[w:Raphe_nuclei|Raphe nuclei]] → PFC, [[w:Limbic_system|limbic system]], [[w:Basal_ganglia|basal ganglia]]. |- |[[w:Norepinephrine|Norepinephrine]] |[[w:Arousal|Arousal]] and [[w:Vigour|vigour]] support the motivational state by boosting physiological arousal and alertness, thereby readying the body for the effortful execution of a chosen action (Slater et al., 2022). |[[w:Locus_coeruleus|Locus coeruleus]] (LC) (as a [[w:Central_nervous_system|central nervous system]] modulator), [[w:Adrenal_medulla|adrenal medulla]] (as a [[hormone]]). |- |[[w:Acetylcholine|Acetylcholine]] |[[w:Focus|Focus]] and [[w:Attention|attention]] improve [[w:Vigilance|vigilance]] and [[w:Stabilise|stabilise]] memory formation by managing the [[w:Signal-to-noise_ratio|signal-to-noise ratio]] of neuronal input during learning (Speranza et al., 2021). |The [[w:Basal_forebrain|basal forebrain]] projects widely to the PFC and limbic system. |- |[[w:Glutamate|Glutamate]] |[[w:Encoding|Encoding]], [[learning]], and [[w:Stamina|stamina]] are influenced by the primary excitatory signal that encodes action-reward associations through synaptic plasticity. This signal is also linked to sustained performance capacity (Strasser et al., 2020). |PFC → striatum (basal ganglia), [[w:Hippocampus|hippocampus]] (encoding context). |- | |[[w:Neuromodulators|Neuromodulators]], in a secondary yet essential role, regulate [[w:Synaptic_plasticity|synaptic plasticity]] during learning (Palacios-Filardo & Mellor, 2019). |Hippocampus, PFC, striatum. |} === Key brain regions involved in motivation === Neurotransmitter activity influences goal-directed behaviour through the coordinated functions of [[w:Subcortical|subcortical]] and [[w:Cortical|cortical]] structures, known collectively as the motivational circuit (Rolls, 2025). This network assesses rewards and mobilises resources necessary to pursue them, integrating the key regions (see Table 3) to form the functional architecture that processes chemical signalling with EF to maintain effort towards long-term goals. {| class="wikitable" |+Table 3: Brain regions involved in motivation and their roles !Brain region/system !Role in motivation !Key neurotransmitter flow |- |[[w:Prefrontal_cortex|Prefrontal cortex]] (PFC) |EF involves advanced planning, retaining information in [[w:Working_memory|working memory]], and [[w:Inhibiting|inhibiting]] unnecessary actions. It also influences long-term goals. (Ott & Nieder, 2019). |Heavy [[w:Glutamatergic|glutamatergic]] output drives action selection in the [[w:Striatum|striatum]], modulated by dopamine and acetylcholine. |- |[[w:Reward_systems|Reward systems]] (VTA/NAc) |Valuation and activation involve assessing rewards and mobilising effort, both connected to 'wanting' (Berridge & Kringelbach, 2015). |Primary target for dopamine (VTA → NAc). Also receives critical glutamatergic input from the PFC and [[w:Hippocampus|hippocampus]]. |- |[[w:Basal_ganglia|Basal ganglia]] (striatum) |Action selection and execution involve converting motivational signals into motor commands through the Go/No-Go pathway (Speranza et al., 2021). |Fine-tuned by [[w:Substantia_nigra|substantia nigra]] dopamine; receives substantial cortical glutamatergic input. |- |[[w:Limbic_system|Limbic system]] (eg. hippocampus) |Contextual encoding transmits environmental and [[w:Episodic_memory|episodic]] [[w:Episodic_memory|memory]], allowing the NAc to determine ''when'' and ''where'' to seek rewards (LeGates et al., 2018). |Primary site for glutamatergic [[w:Long-term_potentiation|long-term potentiation]] (encoding) and is heavily modulated by acetylcholine and serotonin. |} == Neurological variations == {{RoundBoxTop|theme=6}}'''Scenario two''' Liam, a detail-oriented data analyst skilled at identifying patterns, struggles with collaboration, brainstorming, and presentations. Open-plan offices and informal meetings overwhelm him, while vague instructions and shifting priorities cause anxiety and distraction. He finds small talk and networking draining, and as pressures mount, he skips meetings to focus on analysis, leading to disengagement and poorer performance.{{RoundBoxBottom}}'Neurodivergence' is an umbrella term that refers to neurological variations that differ from what is considered typical (Kapp et al., 2013). This term includes conditions such as ASD, ADHD, [[w:Dyslexia|dyslexia]], [[w:Dyspraxia|dyspraxia]], and [[w:Tourette's_syndrome|Tourette's syndrome]]. ''[[w:Diagnostic_and_Statistical_Manual_of_Mental_Disorders|The Diagnostic and Statistical Manual of Mental Disorders fifth edition]]'' (DSM–5; American Psychiatric Association [APA], 2013), serves as the primary diagnostic tool for [[w:Mental_disorders|mental disorders]]. It outlines the criteria, symptoms, and diagnostic thresholds essential for ensuring consistency among healthcare professionals. [[File:ADHD Word Cloud in Blue.png|thumb|'''Figure 4.''' Word cloud illustrating ADHD symptoms.|307x307px]] === Attention-deficit/hyperactivity disorder === ADHD is a [[w:Neurodevelopmental_disorder|neurodevelopmental disorder]] that begins in childhood and can persist into adulthood, characterised by [[w:Inattention|inattention]], [[w:Hyperactivity|hyperactivity]], and [[w:Impulsivity|impulsivity]], which vary among individuals (Chaulagain et al., 2023). Impulsivity is characterised by making quick decisions without considering the consequences, such as interrupting, blurting out answers, or taking uncalculated risks. These behaviours can disrupt [[w:Focus|focus]], task completion, and responsibilities, often leading to lost concentration, [[w:Disorganisation|disorganisation]], [[w:Procrastination|procrastination]], and missed deadlines (see Figure 4). Poor time management can hinder career progress, while impulsivity can cause misunderstandings or strained relationships (Faraone et al., 2024). [[File:Three Levels of Autism 1.png|thumb|397x397px|'''Figure 5.''' Three levels of autism.]] === Autism spectrum disorder === ASD is a lifelong neurodevelopmental condition characterised by challenges in [[w:Social_communication|social communication]] and interpreting cues like facial expressions and tone of voice, which can lead to misunderstandings and [[w:Social_isolation|social isolation]]. Individuals often have restricted interests and engage in repetitive behaviours—such as routines or [[w:Stimming|stimming]] (e.g., hand-flapping, rocking)—to maintain stability or regulate sensory input (Hirota & King, 2023). ASD is classified into three support levels (see Figure 5), emphasising the importance of tailored supports, such as therapy, educational adjustments, and community resources, to assist individuals in managing daily life and reaching their full potential. === Co-occurring ADHD and ASD === ADHD frequently co-occurs with ASD, which makes distinguishing and accurately diagnosing both conditions more challenging. This overlap can increase the risk of other issues, such as [[w:Anxiety|anxiety]] and [[w:Depression|depression]], further complicating daily life and functioning (Rong et al., 2021). == Neurological variations and motivation: ADHD and ASD == Motivational traits in [[w:Neurodivergence|neurodivergence]] reflect specific dysfunctions in key neural circuits responsible for setting goals, maintaining engagement, and directing attention. These conditions provide critical insights into how [[w:Neuromodulatory|neuromodulatory]] variations directly influence motivation and effort. [[File:Motivation Laptop.svg|thumb|'''Figure 6.''' Neurodivergent people face unique motivational challenges. |252x252px]] === Shared influences on motivation === Motivational traits in neurodivergent conditions such as ADHD and ASD provide vital insights into the neural processes that influence engagement, effort, and goal-oriented behaviours. These unique motivational characteristics stem from dysfunctions in key neural networks, particularly the PFC-striatum circuitry, which is essential for EF, planning, and reward processing.{{f}} ==== Executive function deficits ==== Individuals with ASD and ADHD have notable EF deficits, particularly in [[w:Inhibition|inhibition]] and [[w:Working_memory|working memory]], with comorbidity leading to even greater challenges (Ceruti et al., 2024). These problems directly reduce planning capacity and task initiation, making many activities feel overwhelming. This frequently results in [[w:Avoidance|avoidance]] and [[w:Procrastination|procrastination]] (Sadozai et al., 2024). ==== Attention regulation: hyperfocus ==== Many people with ADHD and ASD experience [[w:Hyperfocus|hyperfocus]], a state of intense, sustained engagement in highly stimulating or intrinsically enjoyable activities. While this deep focus acts as a powerful motivator, enabling significant achievement in specific domains, it severely impairs attentional shifting when necessary{{f}}. Research{{f}} continues to explore the unique features of hyperfocus, often distinguishing it from similar deep engagement states, such as [[w:Flow|flow]]. Despite its advantages as a motivator, hyperfocus can severely challenge task prioritisation and life balance (Ashinoff, 2021). ===== Atypical reward processing ===== Both conditions exhibit altered reward processing, often making typical social, delayed, or non-intrinsic rewards less effective motivators{{f}}. This atypical response impacts participation in activities lacking immediate or personal relevance. Because ADHD co-occurs in approximately 38.5% of people with ASD (Rong et al., 2021), examining their shared and unique influences is crucial for understanding and supporting motivation in neurodivergent groups. === Condition-specific motivational profiles === {{ic|Include an introductory paragraph before branching into sub-sections}} ==== ADHD ==== While ADHD is traditionally characterised by symptoms of inattention and hyperactivity/impulsivity, mounting research{{f}} highlights that pervasive deficits in motivation are also a major, debilitating aspect of the condition. Importantly, these challenges are not due to laziness or lack of desire; instead, they arise from specific neurological differences in how the ADHD brain processes rewards, evaluates effort, and engages with long-term goals. Motivational traits in ADHD are closely linked to dysfunctions in [[w:Catecholaminergic|catecholaminergic]] [[w:Neurotransmitter|neurotransmitter]] systems, primarily involving dopamine and norepinephrine{{f}}. These pathways originate in key brain regions, such as the VTA and the LC, and extend to the PFC and striatum (Faraone et al., 2024). Dysregulation in these systems results in two primary issues: ===== Deficit in activation ===== Individuals with ADHD show altered dopamine pathways, which are crucial for reward and motivation, leading to reduced dopamine signalling (Wu et al., 2012). This means that activities motivating to neurotypical individuals may not have the same effect. They {{whp}} often struggle to initiate and sustain effort for tasks lacking immediate rewards—a deficit commonly referred to as a deficit in the activation component of motivation (Volkow et al., 2011). ===== Emotional dysregulation ===== This [[w:Catecholamine|catecholamine]] imbalance manifests as ED, a significant and challenging feature of ADHD. Disrupted dopamine and norepinephrine signalling, particularly in adults, hampers the brain’s ability to regulate emotional intensity and employ executive strategies{{f}}. Consequently, these dysfunctions lead to low frustration tolerance, emotional instability, and rapid mood swings—problems that significantly impact ongoing motivation and goal-directed behaviour (Soler-Gutiérrez et al., 2023). ==== ASD ==== Complex factors, including challenges with social cues, sensory processing, and distinctive EF profiles, influence motivation in individuals with ASD{{f}}. These motivational differences vary considerably among people with ASD, emphasising the importance of recognising and supporting their diverse motivational drivers{{f}}. [[File:Stimming Info 1.png|thumb|'''Figure 7.''' Stimming is a common method of self-regulation.]] ===== Reward processing and social impairments ===== Individuals with ASD process rewards differently, particularly in social contexts. Consequently, typical cues and incentives that encourage social involvement may be less effective{{f}}. This can result in reduced motivation to participate in social activities that do not align with their interests, making it challenging to form meaningful social connections (Clements et al., 2018). ===== Sensory processing and self-regulation ===== [[w:Sensory_processing|Sensory processing]] differences significantly influence motivation in individuals with ASD, often manifesting as either heightened sensitivities or sensory seeking behaviours (Ben-Sasson et al., 2019). ====== Sensory sensitivity ====== Many people with ASD have strong reactions to sensory input, frequently leading them to avoid loud, bright, or crowded environments{{f}}. This [[w:Avoidance|avoidance]] can lessen their willingness to participate and increase anxiety, restricting their involvement{{f}}. ====== Sensory seeking ====== Conversely, some individuals are strongly driven by the need for specific sensory experiences{{f}}. Actions such as [[w:Fidgeting|fidgeting]] or self-stimulation ([[w:Stimming|stimming]]) help regulate their arousal and achieve a desired alert or calming state, thereby supporting improved focus and engagement (see Figure 7){{f}}. ===== Emotional dysregulation ===== ED significantly affects motivation in individuals with ASD{{f}}. ED, characterised by difficulty managing the intensity and duration of emotional responses, is common within the autistic community (McDonald et al., 2024). This is closely linked to two main challenges: [[w:Sensory_overload|sensory overload]] and [[w:Social_impairments|social impairments]], where resulting strong negative emotions ([[w:Distress|distress]], anxiety, [[w:Frustration|frustration]]) lead to task avoidance or [[w:Social_withdrawal|social withdrawal]]{{f}}. Motivational behaviours, like stimming or engaging in restricted interests, may thus act as [[w:Self-regulation|self-regulation]] strategies to achieve a more comfortable level of arousal and ease emotional discomfort{{f}}. [[File:SelfDeterminationTheory.svg|thumb|285x285px|'''Figure 8.''' SDT basic needs theory.]] == Strategies to boost motivation in neurodivergent individuals == Understanding how neurological differences influence motivation is essential for supporting neurodivergent individuals. For those with ASD or ADHD, interventions based on SDT (which emphasise autonomy, competence, and relatedness—see Figure 8) are especially effective in enhancing intrinsic motivation (Di Domenico & Ryan, 2017). Taking a personalised and [[w:Holistic|holistic]] approach helps identify challenges and leverage strengths, enabling neurodivergent individuals to reach their full potential. === Effective motivational strategies === Interventions (see Table 4) should be carefully designed to address deficits in EF and reward processing while creating an optimal environment (Sadozai et al., 2024). {| class="wikitable" |+Table 4. Motivational strategies{{f}} !Strategy !Action !Rationale |- |Enhancing competence |Breaking tasks into smaller steps |Provides frequent, attainable rewards to reduce cognitive load and prevent task paralysis, maintaining high engagement. |- |Fostering autonomy |Integrating personal interests and strengths |Fosters enthusiasm and productivity through personal meaning, ownership, and self-motivation. |- |Providing structure |Setting clear and specific expectations |Establishes structure, reduces anxiety, and enhances focus by channelling energy. |- |Promoting relatedness |Cultivating supportive environments |Belonging and psychological safety reduce anxiety and enhance engagement. |- |Optimising engagement |Incorporating diverse learning modalities |Supports diverse attention and processing needs, enhancing engagement and accommodating sensory-seeking behaviours. |} == Test your knowledge == {{Robelbox|theme=5|title=Quiz|iconwidth=100px|icon=Nuvola_apps_korganizer.svg}}<div style="{{Robelbox/pad}}"> <quiz display=simple> Which of the following best illustrates how ADHD affects motivation? |type="()"} -Difficulty adapting to changes in routine but strongly motivated by restricted interests. +Reduced motivation for monotonous tasks, but high productivity when engaged in areas of passion. -Heightened sensory sensitivity resulting in avoidance behaviour. -Strong preference for structured environments with predictable routines. {Unexpected changes in routines can reduce motivation in individuals with ASD. |type="()"} + True - False |type="()"}</quiz></div> {{RoundBoxBottom}} == Conclusion == Understanding the connection between neurological differences and motivation is essential for building effective support systems for neurodivergent individuals, such as those with ASD, ADHD, and other cognitive variations. Each person’s unique neurological profile shapes motivation: some are driven by internal interests, while others are more influenced by external rewards or social recognition. Neurological differences like ADHD and autism impact the brain’s reward and control systems, which in turn affect motivation. For example, ADHD involves catecholaminergic dysfunction (dopamine/norepinephrine), making delayed rewards less motivating and causing challenges with ED. This often hinders task persistence, particularly with activities lacking immediate gratification. In ASD, motivation is often tied to sensory needs and focused interests, with conventional social rewards playing a relatively minor role. As a result, some individuals may withdraw socially or develop self-stimulatory behaviours ("stimming") to regulate themselves. Both ADHD and ASD can involve executive function deficits that undermine planning and self-control, leading to avoidant behaviour. Interventions based on SDT, which emphasise autonomy, competence, and relatedness, are most effective in fostering motivation and overcoming these challenges. By recognising these unique motivational pathways, we can design more inclusive, empowering environments that maximise potential and support lifelong growth and well-being for neurodivergent individuals. ==See also== * [[Motivation and emotion/Book/2022/ADHD and motivation|ADHD and motivation]] (Book chapter, 2022) * [[Motivation and emotion/Book/2024/Autism and motivation|Autism and motivation]] (Book chapter, 2024) * [[w:category:motivational_theories|Motivational theories]] (Wikipedia) ==References== {{Hanging indent|1= American Psychiatric Association. (2013). ''Diagnostic and statistical manual of mental disorders'' (5th ed.). https://doi.org/10.1176/appi.books.9780890425787 Ashinoff, B. K., & Abu-Akel, A. (2021). Hyperfocus: The forgotten frontier of attention. ''Psychological Research, 85''(1), 1-19. https://doi.org/10.1007/s00426-019-01245-8 Ben-Sasson, A., Gal, E., Fluss, R., Katz-Zetler, N., & Cermak, S. A. (2019). Update of a meta-analysis of sensory symptoms in ASD: A new decade of research. ''Journal of Autism and Developmental Disorders, 49''(12), 4974-4996. https://doi.org/10.1007/s10803-019-04180-0 Berger, M., Gray, J. A., & Roth, B. L. (2009). The expanded biology of serotonin. ''Annual Review of Medicine, 60''(Volume 60, 2009), 355-366. https://doi.org/10.1146/annurev.med.60.042307.110802 Berridge, K. C., & Kringelbach, M. L. (2015). Pleasure systems in the brain. ''Neuron, 86''(3), 646-664. https://doi.org/10.1016/j.neuron.2015.02.018 Chaulagain, A., Lyhmann, I., Halmøy, A., Widding-Havneraas, T., Nyttingnes, O., Bjelland, I., & Mykletun, A. (2023). A systematic meta-review of systematic reviews on attention deficit hyperactivity disorder. ''Eur Psychiatry, 66''(1), e90. https://doi.org/10.1192/j.eurpsy.2023.2451 Clements, C. C., Zoltowski, A. R., Yankowitz, L. D., Yerys, B. E., Schultz, R. T., & Herrington, J. D. (2018). Evaluation of the social motivation hypothesis of autism: A systematic review and meta-analysis. ''JAMA Psychiatry, 75''(8), 797-808. https://doi.org/10.1001/jamapsychiatry.2018.1100 Ceruti, C., Mingozzi, A., Scionti, N., & Marzocchi, G. M. (2024). Comparing executive functions in children and adolescents with autism and ADHD—A systematic review and meta-analysis. ''Children, 11''(4), 473. https://doi.org/10.3390/children11040473 Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. ''Front Hum Neurosci, 11,'' 145. https://doi.org/10.3389/fnhum.2017.00145 Faraone, S. V., Bellgrove, M. A., Brikell, I., Cortese, S., Hartman, C. A., Hollis, C., Newcorn, J. H., Philipsen, A., Polanczyk, G. V., Rubia, K., Sibley, M. H., & Buitelaar, J. K. (2024). Attention-deficit/hyperactivity disorder (Primer). 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''Current Opinion in Neurobiology, 54'', 37-43. https://doi.org/10.1016/j.conb.2018.08.009 Rong, Y., Yang, C.-J., Jin, Y., & Wang, Y. (2021). Prevalence of attention-deficit/hyperactivity disorder in individuals with autism spectrum disorder: A meta-analysis. ''Research in Autism Spectrum Disorders, 83'', 101759. https://doi.org/10.1016/j.rasd.2021.101759 Rolls, E. T. (2023). Emotion, motivation, decision-making, the orbitofrontal cortex, anterior cingulate cortex, and the amygdala. ''Brain Structure and Function, 228''(5), 1201-1257. https://doi.org/10.1007/s00429-023-02644-9 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 101860. https://doi.org/10.1016/j.cedpsych.2020.101860 Sadozai, A. K., Sun, C., Demetriou, E. A., Lampit, A., Munro, M., Perry, N., Boulton, K. A., & Guastella, A. J. (2024). Executive function in children with neurodevelopmental conditions: A systematic review and meta-analysis. ''Nature Human Behaviour, 8''(12), 2357-2366. https://doi.org/10.1038/s41562-024-02000-9 Salamone, J. D., & Correa, M. (2024). The neurobiology of activational aspects of motivation: Exertion of effort, effort-based decision making, and the role of dopamine. ''Annual Review of Psychology, 75''(Volume 75, 2024), 1-32. https://doi.org/10.1146/annurev-psych-020223-012208 Slater, C., Liu, Y., Weiss, E., Yu, K., & Wang, Q. (2022). The neuromodulatory role of the noradrenergic and cholinergic systems and their interplay in cognitive functions: A focused review. ''Brain Sciences, 12''(7), 890. https://doi.org/10.3390/brainsci12070890 Soler-Gutiérrez, A. M., Pérez-González, J. C., & Mayas, J. (2023). Evidence of emotion dysregulation as a core symptom of adult ADHD: A systematic review. ''PLoS One, 18''(1), e0280131. https://doi.org/10.1371/journal.pone.0280131 Speranza, L., di Porzio, U., Viggiano, D., de Donato, A., & Volpicelli, F. (2021). Dopamine: The neuromodulator of long-term synaptic plasticity, reward and movement control. ''Cells, 10''(4), 735. https://doi.org/10.3390/cells10040735 Strasser, A., Luksys, G., Xin, L., Pessiglione, M., Gruetter, R., & Sandi, C. (2020). Glutamine-to-glutamate ratio in the nucleus accumbens predicts effort-based motivated performance in humans. ''Neuropsychopharmacology, 45''(12), 2048-2057. https://doi.org/10.1038/s41386-020-0760-6 Volkow, N. D., Wang, G. J., Newcorn, J. H., Kollins, S. H., Wigal, T. L., Telang, F., Fowler, J. S., Goldstein, R. Z., Klein, N., Logan, J., Wong, C., & Swanson, J. M. (2011). Motivation deficit in ADHD is associated with dysfunction of the dopamine reward pathway. ''Mol Psychiatry, 16''(11), 1147-1154. https://doi.org/10.1038/mp.2010.97 Wu, J., Xiao, H., Sun, H., Zou, L., & Zhu, L.-Q. (2012). Role of dopamine receptors in ADHD: A systematic meta-analysis. ''Molecular Neurobiology, 45''(3), 605-620. https://doi.org/10.1007/s12035-012-8278-5 }} ==External links== * [https://www.adhdaustralia.org.au/ ADHD Australia] ( * [https://www.autismawareness.com.au/ Autism Awareness Australia] ( * [https://www.youtube.com/watch?v=s_P6sNFjLzI How Dopamine Affects Learning and Motivation in ADHD Brains] (YouTube Video, How to ADHD, 2021) * [https://www.blueskylearning.ca/post/neurodivergence-and-motivation-unlocking-the-drive-to-get-the-task-done Neurodivergent Motivation: How to Overcome Task Paralysis & Boost Your Drive] (Blue Sky Learning, 2024) * [https://raisingchildren.net.au/guides/a-z-health-reference/neurodiversity-neurodivergence-guide-for-families Raising Children] (Neurodiversity and neurodivergence: a guide for families, Raising Children) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Motivation]] [[Category:Motivation and emotion/Book/Neurodiversity]] q81n4z9jv5878hn1cxy6y08r73p4osn 0 322773 2812807 2763349 2026-06-05T08:34:41Z Jtneill 10242 Adjust category 2812807 wikitext text/x-wiki {{title|Neurodiversity and emotion:<br>How does neurodiversity affect emotion and emotion regulation?}} __TOC__ == Overview == {{RoundBoxTop|theme=11}} [[File:Neurodiversity Crowd 1.png|right|thumb|149x149px|''Figure 1.'' Definition of neurodiverse: Neurodiverse describes natural differences in brain function, learning, and behaviour among individuals.]] '''Case Study on Mia:''' Mia, a 14-year-old student, experiences frequent sensory overload in noisy classrooms. She becomes anxious when routines change unexpectedly and finds it hard to express how overwhelmed she feels. These challenges sometimes lead to withdrawal or shutdown. With structured support such as predictable routines, clear transitions, and access to sensory breaks, Mia is better able to manage stress and remain engaged in class. {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} '''Case Study on Eli:''' Eli, also 14, finds it difficult to stay focused during quiet, repetitive tasks. His energy and motivation increase when lessons are fast-paced or hands-on. However, his impulsive comments and restlessness sometimes cause conflict with teachers or peers. When provided with short, varied activities and opportunities for movement, Eli channels his energy productively and maintains attention more effectively. {{RoundBoxBottom}} Understanding these challenges is important because emotional dysregulation can affect learning, relationships, and overall wellbeing (Paulus et al., 2021). Neurodiverse individuals may experience emotions more intensely or differently due to variations in brain structure, neural connectivity, and neurotransmitter function (Bertollo et al., 2025). Sensory sensitivities, rejection sensitivity, and difficulty predicting social cues can amplify stress and make adaptive coping harder (Iturmendi-Sabater et al., 2025). Without supportive strategies, these emotional difficulties may contribute to frustration, social withdrawal, or behavioural problems (McLean, 2022). '''Neurodiversity''' refers to the natural variation in human brain structure and functioning that influences how people think, feel, and interact with the world. It recognises that conditions such as '''[[Autism spectrum|autism]]''' and '''[[Attention deficit hyperactivity disorder (assessment portfolio)|attention-deficit/hyperactivity disorder (ADHD)]]''' are not deficits but forms of neurological diversity that shape perception, learning, and emotional experience (Baumer & Frueh, 2021). '''Autism''' is characterised by differences in social communication, sensory processing, and flexibility, often accompanied by heightened attention to detail and intense emotional or sensory experiences. '''ADHD''' involves variations in attention, motivation, and impulse control, leading to challenges with sustained focus and regulation, but also creativity and high energy (Champ, Adamou, & Tolchard, 2022). Both conditions are associated with distinct patterns of emotional reactivity and regulation, influenced by differences in brain connectivity and neurotransmitter systems. Understanding these patterns helps explain why neurodivergent individuals may experience emotion more intensely or recover from stress more slowly. Psychological science provides valuable insights and tools to support neurodiverse individuals like Mia and Eli. Understanding emotion regulation in neurodiversity begins with examining its biological and cognitive bases. Theories such as Gross’s Process Model of Emotion Regulation and Self-Regulation Theory explain how emotions arise, how they can be managed, and where regulation may break down (Gross & Thompson, 2007). Polyvagal Theory highlights the role of autonomic nervous system flexibility in social and emotional engagement, helping to explain patterns such as chronic hyperarousal or withdrawal (Barbier et al., 2022). Evidence-based approaches, including coping skills training, social-emotional learning, and personalised behavioural strategies, can enhance emotional control and adaptive functioning (Murray et al., 2023). Together with findings from neuroscience that link emotional regulation to brain connectivity and neurochemical systems, these frameworks provide a foundation for understanding how emotion is regulated in neurodivergent individuals and how support can be most effective. {{RoundBoxTop|theme=12}} ;Focus questions *How do neurobiological and neural connectivity differences influence emotional experience and regulation in neurodivergent individuals? *What psychological processes and theoretical models explain emotion regulation differences across neurodiverse populations? *Which evidence-based interventions and coping strategies best support emotional regulation and wellbeing in neurodivergent individuals? {{RoundBoxBottom}} == Psychological theories of emotion regulation == {{ic|Include an introductory paragraph before branching into sub-sections}} === Gross's process model of emotion regulation === Gross’s Process Model of Emotion Regulation (2007) explains how people manage emotions across different points in an emotional episode. The model identifies five families of strategies: '''situation selection''', '''situation modification''', '''attentional deployment''', '''cognitive change''' (reappraisal), and '''response modulation'''. The first four are '''antecedent-focused''', meaning they act before a full emotional response occurs. The fifth, '''response modulation''', acts after the emotion has emerged (see Figure 2). [[File:Gross (2007) Process Model of Emotion Regulation.png|center|thumb|570x570px|''Figure 2.'' Neurodivergent people may use multiple emotion regulation strategies at once, such as choosing to face a situation while actively managing heightened arousal (Gross, 2008).]] These strategies can be applied to understand and support emotional regulation in neurodiverse individuals, particularly those with autism and ADHD. For autistic people, difficulties often arise early in the process. Challenges in identifying emotions or choosing adaptive strategies can lead to reliance on avoidance or repetitive behaviours, which may help reduce sensory or emotional overload in the short term (Cai & Samson, 2025){{ic|Not in References}}. In ADHD, difficulties are more common in the later stages of the model, such as maintaining and monitoring regulation strategies{{f}}. Impulsivity and reduced executive control can make it hard to sustain attention or modify responses effectively (Thorell, Tilling, & Sjöwall, 2020). Techniques that target each stage of the process, such as teaching emotional awareness, practising reappraisal, or using physiological calming methods can strengthen self-regulation. For example, cognitive reappraisal helps reinterpret stressful events, while response modulation strategies such as deep breathing or relaxation help manage intense arousal (Adachi et al., 2025). Applying Gross’s framework in this way allows educators and clinicians to identify which stage of regulation may be disrupted and tailor interventions accordingly, improving both emotional control and social outcomes. {{RoundBoxTop|theme=11}} '''Knowledge check''' <quiz> {According to Gross’s Process Model of Emotion Regulation (2007), which of the following is a response-focused strategy that occurs after an emotion has been fully experienced? |type="()"} - Situation selection - Attentional deployment - Cognitive change (reappraisal) + Response modulation </quiz> {{RoundBoxBottom}} === Polyvagal theory === Polyvagal Theory, developed by Stephen Porges (1995–2023), explains how the autonomic nervous system (ANS) supports emotional and social behaviour through three hierarchical response systems: '''social engagement''', '''mobilisation (fight or flight)''', and '''immobilisation (shutdown)'''. When the body senses safety, the '''ventral vagal system''' promotes calm states and connection. Under stress, control shifts to the '''[[wikipedia:Sympathetic_nervous_system|sympathetic system]]''', triggering mobilisation, or to the '''dorsal vagal system''', leading to shutdown (Porges, 2023). [[File:Polyvagal Theory.png|thumb|''Figure 3.'' The three autonomic states describes by Polyvagal Theory (Porges, 2023).]] Polyvagal theory proposes that the '''myelinated vagus''' enables adaptive emotional and behavioural responses by dynamically regulating the ANS, allowing engagement or disengagement based on environmental risk. Children with autism spectrum disorder (ASD) may not execute the “vagal brake,” leading to chronic sympathetic activation, hyperarousal, and reduced autonomic flexibility in response to social stimuli (Barbier et al., 2022). A key concept is '''neuroception''', the body’s unconscious detection of safety or threat. Warm tone of voice, eye contact, and predictable routines signal safety, while harsh tones or unpredictable environments can activate defensive responses. '''Vagal tone''', measured through heart rate variability, indicates flexibility and emotional resilience (Mansoor, 2024). For neurodivergent individuals, vagal regulation often differs. Autistic people may have reduced '''ventral vagal tone''', limiting access to calm, socially engaged states and increasing sensory overload and anxiety (Mansoor, 2024; Stagnitti, 2023). In ADHD, low parasympathetic control and fast sympathetic activation contribute to emotional impulsivity and inconsistent arousal regulation (Leaberry et al., 2018). {{RoundBoxTop|theme=11}} '''Knowledge check''' <quiz> |type="{}"} '''1.''' Polyvagal Theory, developed by { Stephen Porges }, explains how the autonomic nervous system supports emotional and social behaviour through three hierarchical response systems: social engagement, mobilisation, and immobilisation. '''2.''' The { Ventral },vagal system promotes calm states and social connection when the body perceives safety, while the sympathetic and dorsal vagal systems activate under stress or threat. '''3.''' The term { Neuroception } refers to the body’s unconscious detection of safety or threat, which influences shifts between engagement, mobilisation, and shutdown states. </quiz> {{RoundBoxBottom}} == Neuroscientific Foundations of Emotion in Neurodiversity == Neurodiverse traits arise from variations in brain structure, neural connectivity, and neurotransmitter activity that influence how emotions are perceived, processed, and regulated across different neurodevelopmental conditions{{f}}. These differences shape social interaction, sensory perception, and emotional control, highlighting the need for supportive strategies that recognise both strengths and challenges (Baumer & Frueh, 2021; McLean, 2022). Research by Iturmendi-Sabater et al. (2025) suggest both pharmacological and behavioural interventions can assist emotional regulation, although effectiveness varies by condition, age, and individual profile. === Brain Regions and Connectivity === [[File:Basic structures of the brain highlighted.png|left|thumb|311x311px|''Figure 4.'' Major brain structures involved in emotion regulation. Connections between regions such as the prefrontal cortex, amygdala, thalamus, and brainstem influence emotional processing and regulation in neurodiverse individuals.]] Emotion regulation depends on communication between key brain regions such as the '''[[wikipedia:Prefrontal_cortex|prefrontal cortex]]''', '''[[wikipedia:Amygdala|amygdala]]''', '''insula''', and '''[[wikipedia:Anterior_cingulate_cortex|anterior cingulate cortex]]'''. In neurodiversity, variations in connectivity between these regions influence how emotions are generated and controlled. For example, atypical '''prefrontal–amygdala connectivity''' in autism and ADHD can reduce top-down control over emotional responses, contributing to heightened reactivity and slower recovery from stress (Bertollo et al., 2025; Goldberg, 2022). Autistic individuals may show greater amygdala sensitivity to social and sensory cues, while people with ADHD often demonstrate reduced prefrontal activation linked to inhibitory control and reward regulation (Parenti et al., 2020). Despite these challenges, such differences can also support strengths such as heightened empathy, deep emotional focus, and creativity (Goldberg, 2023). === Neurotransmitters and Hormonal Systems === Neurodiverse emotional profiles are also shaped by differences in neurotransmitter and hormonal systems that regulate mood, motivation, and arousal. Imbalances in '''[[wikipedia:Dopamine|dopamine]]''', '''serotonin''', '''[[wikipedia:Norepinephrine|norepinephrine]]''', and '''[[wikipedia:Glutamic_acid|glutamate]]''' influence attention, impulse control, and emotional reactivity (Teleanu, 2022). In ADHD, '''dopamine dysregulation''' disrupts reward processing and inhibitory control, contributing to impulsivity and frustration (Oscar Berman et al., 2008). In autism, differences in '''[[wikipedia:Serotonin|serotonin]]''' and '''[[wikipedia:Oxytocin|oxytocin]]''' activity are linked to social motivation and sensitivity to sensory stimuli (Goldberg, 2022). Hormonal factors such as '''[[wikipedia:cortisol|cortisol]]''' and '''oxytocin''' further modulate stress and social bonding, with altered responses often observed in neurodivergent individuals (Bertollo et al., 2025). These neurobiological variations overlap with mechanisms seen in mood disorders, emphasising the interconnectedness of emotional regulation across conditions. {| class="wikitable" |+Condition-Specific Differences !Condition !Key Brain Areas !Common Emotional Triggers !Primary Neuroregulators |- |[[Attention deficit hyperactivity disorder (assessment portfolio)|Attention-Deficit Hyperactivity Disorder]] (ADHD) |Prefrontal cortex, basal ganglia, anterior cingulate cortex |Frustration during sustained attention, time pressure, perceived failure |Dopamine, norepinephrine, cortisol |- |[[Autism spectrum disorder (assessment portfolio)|Autism Spectrum Disorde]]<nowiki/>r (ASD) |Amygdala, prefrontal cortex, superior temporal sulcus, fusiform gyrus |Sensory overload, changes in routine, social misunderstanding |Serotonin, oxytocin |- |[[wikipedia:Tourette_syndrome|Tourette Syndrome]] |Basal ganglia, supplementary motor area, prefrontal cortex |Stress, excitement, fatigue, anxiety |Dopamine, cortisol |} Emotional regulation in the neurodiverse brain involves complex interactions between neural networks, neurotransmitters, and hormones (Teleanu, 2022). Differences in these systems can heighten reactivity but also provide adaptive advantages, such as deep focus or emotional sensitivity. Pharmacological treatments, including stimulants for ADHD and selective serotonin reuptake inhibitors (SSRIs) for autism-related anxiety, may improve regulation by stabilising neural activity (Jones et al., 2024; McLean, 2022). Complementary behavioural approaches, such as emotion-focused coping and social-emotional learning programs, further enhance adaptive functioning and resilience. {{RoundBoxTop|theme=11}} '''Knowledge check''' <quiz> {Which brain region is primarily responsible for top-down control of emotional responses in both autism and ADHD? |type="()" } + Prefrontal cortex. || Correct! The prefrontal cortex regulates attention, decision-making, and emotional control, and reduced activity here is linked to emotional dysregulation in neurodiversity. - Amygdala. || Not quite. The amygdala processes emotional stimuli but does not control how emotions are regulated. - Basal ganglia. || Incorrect. The basal ganglia help with movement and motivation, not direct emotional control. - Hippocampus. || No. The hippocampus supports memory and learning rather than emotional regulation. </quiz> {{RoundBoxBottom}} == Emotion regulation in Autism and ADHD == {{ic|Include an introductory paragraph before branching into sub-sections}} === Self-regulation === Self-Regulation explains how individuals monitor, evaluate, and adjust their thoughts, emotions, and behaviours to achieve goals or respond adaptively to their environment (Laulié et al., 2023). It involves both automatic and controlled processes, including attention control, emotional modulation, and behavioural planning (Benallie et al., 2021). Difficulties in self-regulation are linked to emotional dysregulation and behavioural challenges, making it a key target for interventions that promote adaptive coping and wellbeing (Paulus et al., 2021). Self-regulation describes how people guide their actions and emotions over time to meet personal goals. It integrates attention, motivation, and emotional control to help maintain focus, manage impulses, and adapt to changing circumstances (Newman & Newman, 2020). From a neurodiversity perspective, this process varies across individuals and reflects different regulatory styles rather than fixed deficits (Richard, 2023). {{RoundBoxTop|theme=11}} '''Case Study on Mia:''' She manages her emotions through strict routines and rule-based control. Structure helps her stay organised, but even small, unexpected changes like a schedule shift or a noisy classroom can trigger stress and withdrawal. She struggles to identify what she needs in those moments and often shuts down. With teacher support, Mia begins using visual schedules and short sensory breaks to help her regain control and gradually build flexibility in handling change.{{RoundBoxBottom}} {{RoundBoxTop|theme=2}} '''Case Study on Eli:''' He regulates his attention and emotions through interest and stimulation. His focus peaks when tasks are novel or personally meaningful but quickly drops during repetitive or unengaging activities. He often fidgets or loses track of time, which teachers sometimes misinterpret as defiance. Strategies that allow choice, movement, and emotionally engaging tasks help Eli sustain focus and manage impulses more effectively. {{RoundBoxBottom}} For autistic individuals like Mia, self-regulation often relies on routines and rule-based control that provide structure but limit flexibility. Sensory overload or difficulty recognising internal cues can lead to stress or withdrawal. Supports such as visual schedules and gradual exposure to change can build adaptability. In contrast, individuals with ADHD, like Mia’s classmate Eli, regulate through emotion and interest. Their focus improves when tasks are engaging and autonomy is supported but drops in repetitive settings (Champ, Adamou, & Tolchard, 2022). These differences show that effective support depends on individual strengths structure and predictability help autistic individuals, while variety and autonomy enhance regulation in ADHD (Richard, 2023; Champ et al., 2022). === Emotional impulsivity and rejection sensitivity === Emotional impulsivity refers to rapid, intense emotional reactions that occur with limited inhibition or reflection, often leading to difficulty modulating responses to frustration or stress (Rosen & Factor, 2012). Rejection sensitivity describes the heightened tendency to perceive and overreact to cues of social rejection or criticism, often rooted in past experiences of misunderstanding or exclusion (Mitchell et al., 2012). Both processes reflect challenges in emotional control and self-awareness, influencing social relationships, academic engagement, and self-esteem. In ADHD, emotional impulsivity can manifest as sudden anger, excitement, or frustration that interferes with problem-solving and communication. Mitchell et al. (2012) found for autistic individuals, rejection sensitivity often arises from repeated experiences of social mismatch and misinterpretation of cues. Together, these traits can heighten stress and reduce resilience if not recognised and supported. {{RoundBoxTop|theme=11}} '''Case Study on Mia:''' After a disagreement during class, Mia feels tense and restless but cannot explain why. When her teacher asks what’s wrong, she shrugs, saying she’s “just tired.” Later, she realises she was actually anxious and embarrassed but lacked the words to express it in the moment. This difficulty recognising emotions leads to withdrawal and frustration. With gentle prompting and visual emotion charts, Mia begins to link sensations like a racing heart or clenched hands to specific feelings, improving her ability to communicate and self-soothe. {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} '''Case Study on Eli:''' When Eli is told to redo his assignment, he blurts out angrily that the teacher is “unfair.” Only afterward does he realise he was actually feeling overwhelmed and disappointed, not angry. His strong emotional reactions occur before he fully processes what he’s feeling. With coaching and reflection time, Eli learns to pause and ask himself, “What emotion am I feeling right now?” This helps him separate initial frustration from the underlying emotion, allowing him to respond more appropriately. {{RoundBoxBottom}} For autistic individuals like Mia, heightened rejection sensitivity may stem from difficulties interpreting ambiguous social cues or from repeated social exclusion (Mitchell et al., 2012). Interventions that build social understanding, self-compassion, and peer inclusion can help reduce the emotional impact of perceived rejection. For those with ADHD, like Eli, emotional impulsivity reflects rapid emotional shifts driven by differences in inhibitory control (Rosen & Factor, 2012). Strategies such as mindfulness, emotion coaching, and explicit feedback can support regulation without stifling spontaneity. Recognising these emotional patterns allows teachers and caregivers to respond with empathy rather than punishment, promoting emotional growth and connection (Bondü & Esser, 2014). === Alexithymia === Alexithymia refers to difficulty identifying, describing, and interpreting one’s own emotions (Hogeveen & Grafman, 2021). Kinnaird et al. (2019) suggest individuals with alexithymia may experience strong physiological arousal but struggle to label the emotion or understand its cause. This can lead to confusion, frustration, and limited use of adaptive coping strategies. Alexithymia is not a diagnosis itself but a trait that frequently co-occurs with autism and ADHD, influencing emotional awareness and communication (Kiraz et al., 2021). In autism, alexithymia may contribute to challenges in recognising internal emotional states, leading to delayed responses or shutdowns when overwhelmed (Hogeveen & Grafman, 2021). In ADHD, alexithymia often interacts with emotional impulsivity, making it hard to pause and reflect on what one is feeling before acting (Edel et al., 2010). {{RoundBoxTop|theme=11}} '''Case Study on Mia:''' During group work, Mia grows anxious when her classmates laugh, interpreting it as mockery. Her heart races, and she shuts down, unable to contribute. She spends the rest of the task silently worrying that she has done something wrong. This reaction reflects her heightened rejection sensitivity and intense fear of being excluded or misunderstood. With guidance from her teacher, Mia learns to pause and ask clarifying questions before assuming rejection. Structured reassurance and predictable routines help her feel safe enough to re-engage. {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} '''Case Study on Eli:''' In the same group activity, Eli reacts impulsively when a peer interrupts his explanation. He snaps back without thinking, feeling instantly frustrated and dismissed. A few moments later, he regrets his reaction but finds it hard to calm down. This pattern shows emotional impulsivity and strong feelings expressed before reflection. His teacher introduces emotion-labelling strategies and brief self-regulation breaks, helping Eli recognise when he is escalating and to pause before responding. {{RoundBoxBottom}} Alexithymia can significantly affect emotional regulation in both autism and ADHD by limiting awareness of internal states and reducing the ability to communicate emotions effectively. For autistic individuals like Mia, this may manifest as internalised stress and social withdrawal, while for those with ADHD, like Eli, it often contributes to impulsive emotional expression and difficulty reflecting before acting (Edel et al., 2010). Recognising and supporting alexithymia through strategies such as emotion labelling, interoceptive awareness training, and visual emotion supports can enhance self-understanding and social communication (Kinnaird et al., 2019). By addressing alexithymia directly, educators and clinicians can help neurodiverse individuals build emotional insight, reduce frustration, and strengthen adaptive coping skills. ==Conclusion== Emotion regulation in neurodiverse individuals such as those with autism and ADHD involves complex interactions between biological, psychological, and environmental factors. Differences in neural connectivity, neurotransmitter activity, and sensory processing shape how emotions are experienced and expressed, contributing to both strengths and challenges. Psychological theories including Gross’s Process Model of Emotion Regulation, Self-Regulation Theory, and Polyvagal Theory provide frameworks for understanding these variations and identifying where regulation can break down. For autistic individuals like Mia, emotion regulation often depends on predictability, structure, and sensory stability. In contrast, individuals with ADHD like Eli benefit from stimulation, autonomy, and emotionally engaging tasks. These differences highlight the need for flexible, individualised approaches that recognise distinct regulatory styles rather than viewing them as deficits. Research shows that interventions combining neuroscientific insight with psychological and educational strategies such as coping skills training, emotion labelling, and social-emotional learning can improve adaptive functioning and wellbeing. By understanding the mechanisms that underlie emotional differences, educators, psychologists, and carers can respond with empathy and precision. Ultimately, supporting emotion regulation in neurodiversity requires shifting from deficit-based perspectives toward strength-based frameworks that value diversity in emotional experience. Such an approach fosters inclusion, resilience, and genuine emotional growth for neurodivergent individuals across all areas of life. ==References== {{Hanging indent|1= Adachi, M., Takahashi, M., & Mori, H. (2025). Positive childhood experiences reduce suicide risk in japanese youth with ASD and ADHD traits: A population-based study. 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Brain Sciences, 15(3), 307. https://doi.org/10.3390/brainsci15030307 Bondü, R., & Esser, G. (2014). Justice and rejection sensitivity in children and adolescents with ADHD symptoms. European Child & Adolescent Psychiatry, 24(2), 185–198. https://doi.org/10.1007/s00787-014-0560-9 Cai, R. Y., & Samson, A. C. (2025). A non-systematic overview review of self-focused emotion regulation in autistic individuals through the lens of the extended process model. Autism, 3(1). https://doi.org/10.1177/13623613241302533 Champ, R. E., Adamou, M., & Tolchard, B. (2022). Seeking connection, autonomy, and emotional feedback: A self-determination theory of self-regulation in attention-deficit hyperactivity disorder. Psychological Review, 130(3). https://doi.org/10.1037/rev0000398 Edel, M-A., Rudel, A., Hubert, C., Scheele, D., Brüne, M., Juckel, G., & Assion, H-J. (2010). Alexithymia, emotion processing and social anxiety in adults with ADHD. European Journal of Medical Research, 15(9). https://doi.org/10.1186/2047-783x-15-9-403 Goldberg, H. (2022). Growing Brains, Nurturing Minds—Neuroscience as an Educational Tool to Support Students’ Development as Life-Long Learners. Brain Sciences, 12(12), 1622. https://doi.org/10.3390/brainsci12121622 Goldberg, H. (2023). Unraveling Neurodiversity: Insights from Neuroscientific Perspectives. Encyclopedia, 3(3), 972–980. https://doi.org/10.3390/encyclopedia3030070 Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–24). Guilford Press. Hogeveen, J., & Grafman, J. (2021). Alexithymia. Handbook of Clinical Neurology, 183(183), 47–62. https://doi.org/10.1016/b978-0-12-822290-4.00004-9 Iturmendi-Sabater, I., Anagnostou, E., Fournier, M., Crosbie, J., Schachar, R., Nicolson, R., Georgiadis, S., Kelley, E., Jones, J., Brian, J., Lin, H.-Y., & Lai, M.-C. (2025). Understanding social behaviours across neurodiverse young people: roles of social cognition and self-regulation. BJPsych Open, 11(1). https://doi.org/10.1192/bjo.2024.831 Jones, F. M., Hamilton, J., & Niko Kargas. (2024). Accessibility and affirmation in counselling: An exploration into neurodivergent clients’ experiences. Counselling and Psychotherapy Research, 25(1). https://doi.org/10.1002/capr.12742 Kinnaird, E., Stewart, C., & Tchanturia, K. (2019). Investigating alexithymia in autism: a systematic review and meta-analysis. European Psychiatry, 55(1), 80–89. https://doi.org/10.1016/j.eurpsy.2018.09.004 Kiraz, S., Sertcelik, S., & Erdogan-Taycan, S. (2021). The relatonship between alexithymia and impulsiveness in adult attention deficit and hyperactivity disorder. Turkish Journal of Psychiatry, 32(2). https://doi.org/10.5080/u23775 Laulié, L., Briceño-Jiménez, G., & Henríquez-Gómez, G. (2023). Exploring self-regulation theory as a mechanism of the effects of psychological contract fulfillment: The role of emotional intelligence. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1090094 Leaberry, K. D., Rosen, P. J., Fogleman, N. D., Walerius, D. M., & Slaughter, K. E. (2018). Physiological emotion regulation in children with ADHD with and without comorbid internalizing disorders: A preliminary study. Journal of Psychopathology and Behavioral Assessment, 40(3), 452–464. https://doi.org/10.1007/s10862-018-9644-z Mansoor, I. (2024). Feeling Safe: A Comprehensive Systematic Literature Review of Psychiatric Disorders through the Lens of Polyvagal Theory. Life and Science, 5(3), 10–10. https://doi.org/10.37185/LnS.1.1.453 McLean, S. (2022, January). Supporting children with neurodiversity. Australian Institute of Family Studies; Australian Government. https://aifs.gov.au/resources/policy-and-practice-papers/supporting-children-neurodiversity Mitchell, J. T., Robertson, C. D., Anastopolous, A. D., Nelson-Gray, R. O., & Kollins, S. H. (2012). Emotion dysregulation and emotional impulsivity among adults with attention-deficit/hyperactivity disorder: Results of a preliminary study. Journal of Psychopathology and Behavioral Assessment, 34(4), 510–519. https://doi.org/10.1007/s10862-012-9297-2 Murray, A. L., Speyer, L. G., Thye, M., Stewart, T. M., Obsuth, I., Kane, J. B., Whyte, K., Devaney, J., Rohde, L. A., Ushakova, A., & Rhodes, S. (2023). Illuminating the daily life experiences of adolescents with and without ADHD: protocol for an ecological momentary assessment study. BMJ Open, 13(9), e077222–e077222. https://doi.org/10.1136/bmjopen-2023-077222 Newman, B. M., & Newman, P. R. (2020). Theories of adolescent development (pp. 113–116). London Elsevier, Academic Press. Oscar Berman, M., Blum, K., Chen, T. J., Braverman, E., Waite, R., Downs, W., Arcuri, V., Notaro, A., Palomo, T., & Comings, D. (2008). Attention-deficit-hyperactivity Disorder and Reward Deficiency Syndrome. Neuropsychiatric Disease and Treatment, 4(5), 893–918. https://doi.org/10.2147/ndt.s2627 Parenti, I., Rabaneda, L. G., Schoen, H., & Novarino, G. (2020). Neurodevelopmental Disorders: From Genetics to Functional Pathways. Trends in Neurosciences, 43(8), 608–621. https://doi.org/10.1016/j.tins.2020.05.004 Paulus, F. W., Ohmann, S., Möhler, E., Plener, P., & Popow, C. (2021). Emotional Dysregulation in Children and Adolescents With Psychiatric Disorders. A Narrative Review. Frontiers in Psychiatry, 12(1), 1–32. https://doi.org/10.3389/fpsyt.2021.628252 Porges, S. W. (2023). The vagal paradox: A polyvagal solution. Psychoneuroendocrinology (Online), 16, Article 100200. https://doi.org/10.1016/j.cpnec.2023.100200 Richard, E. M. (2023). Conceptualizing neurodiversity as individual differences in self-regulation. Industrial and Organizational Psychology, 16(1), 74–76. https://doi.org/10.1017/iop.2022.109 Rosen, P. J., & Factor, P. I. (2012). Emotional impulsivity and emotional and behavioral difficulties among children with ADHD. Journal of Attention Disorders, 19(9), 779–793. https://doi.org/10.1177/1087054712463064 Stagnitti, K. (2023). Neurodivergencies and Polyvagal Theory: Incorporating Polyvagal Theory. In L. A. Yasenik & P. Goodyear-Brown (Eds.), Polyvagal Power in the Playroom (1st ed., pp. 71–81). Routledge. https://doi.org/10.4324/9781003352976-6 Teleanu, R. I. (2022). Neurotransmitters—Key factors in neurological and neurodegenerative disorders of the central nervous system. International Journal of Molecular Sciences, 23(11), 1–24. https://doi.org/10.3390/ijms23115954 Thorell, L. B., Tilling, H., & Sjöwall, D. (2020). Emotion dysregulation in adult ADHD: Introducing the comprehensive emotion regulation inventory (CERI). Journal of Clinical and Experimental Neuropsychology, 42(7), 747–758. https://doi.org/10.1080/13803395.2020.1800595 }} ==External links== {{expand}} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Neurodiversity]] d6cfhzk2ylpgh1jqih80pjuppjmgk2h 0 322805 2812805 2764193 2026-06-05T08:33:44Z Jtneill 10242 Adjust category 2812805 wikitext text/x-wiki {{title|Neurodivergence and trauma:<br>What are the impacts of trauma on neurodivergence and what can be done about it?}} __TOC__ ==Overview== {{robelbox|theme=8|title=Case study}} <div style="{{Robelbox/pad}}"> [[File:Mabel Nicholson (1871-1918) - Study of a Child - GMA 4787 - National Galleries of Scotland.jpg|right|thumb|150px|'''Figure 1'''. Trauma can impact learning by impairing attention, communication, information retention and language development, especially in neurodivergent populations.]] Mitchell, a seventh-grader student who experiences difficulties coping with stress and demand of high school{{g}}. He constantly suffers from headache and physical tenderness. He has many fears, inclusive of failing, not being liked by other students and being seen as 'different'. He becomes very self-conscious whenever he presents as he worries about being judged by others for his difference. He has never had close friends and is often the target of bullying and ridicule at school. He finds it difficult to understand and thus trust people in his new environment. His anxiety becomes so intense, alongside with excessive feelings of guilt and shame, that he cannot eat and sleep well therefore misses classes and school work{{g}}. </div> {{Robelbox/close}} This chapter lays the foundation for better understanding and behaviour change{{vague}}. You will find out what neurodivergence and [[w:_https://en.wikipedia.org/wiki/Trauma|trauma]] actually are and how they can significantly impair one’s life. You will also be able to identify trauma-related behaviours you would like to move forward and make a positive change{{g}}. {{robelbox|theme=8|title=Focus questions|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> * What is neurodivergence? * What is trauma? * How might the relationship between common neurodivergent conditions and associated traumas be{{awkward}}? * What approaches would you rely on in terms of treatments and supporting strategies{{vague}}? * Are there specific interventions you think work best? If so, in what ways{{ic|Use open-ended questions}}? </div> {{RoundBoxBottom}} ==Understanding neurodivergence and trauma== {{ic|Include an introductory paragraph before branching into sub-sections}} ===What is neurodivergence?=== Neurodivergence is a non-medical term, referring to the variations in how [[w:_https://en.wikipedia.org/wiki/Human_brain|human brains]] function, process information and behave. These neurological differences are made of a range of mental health conditions diverging from the societal norms and what is considered as typical (Butcher & Lane, 2024 {{ic|Not in References}}; Wilson et al., 2024). And that, certain mental health diagnoses, which fall into neurodivergent classification, include Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD), [[w:_https://en.wikipedia.org/wiki/Learning_disability|learning disabilities]] (e.g., [[w:_https://en.wikipedia.org/wiki/Dyslexia|dyslexia]], dyspraxia) and Obsessive Compulsive Disorder (OCD){{g}}. ===What is trauma?=== An emotional response to a single or a series of distressing, harmful or even life-threatening event/s that overwhelm one's ability to cope at the time and and function life normally{{g}}. [[w:_https://en.wikipedia.org/wiki/Trauma|Trauma]] can take many forms and affects not only those to whom it is directly exposed but also those who are living around{{awkward}}. ==Common neurodivergent conditions (NDCs)== {{ic|Include an introductory paragraph before branching into sub-sections}} ===[[w:_https://en.wikipedia.org/wiki/Autism|Autism spectrum disorder]] (ASD)=== Autism or ASD is a lifelong [[w:_https://en.wikipedia.org/wiki/Developmental_disorder|developmental disorder]] characterised by abnormalities in human brain development and functioning{{f}}. Those affected show various patterns of difficulties including in, but not limiting to socialisation (how to interact with others), [[w:_https://en.wikipedia.org/wiki/Communication|communication]] (ability to understand verbal/non-verbal language in social contexts) and engaging in repetitive [[w:_https://en.wikipedia.org/wiki/Behavior|behaviours]] or activities (APA, 2013). Due to the differences in how information is processed in the autistic brain, the child can strongly respond to different external stimuli, be extremely emotional but does not seek [[w:_https://en.wikipedia.org/wiki/Comfort|comfort]], avoid eye contact and play with others, or even engage in prolonged periods of self-soothing activities{{f}}. They also tend to dive into own [[w:_https://en.wikipedia.org/wiki/Imagination|imagination]] and manipulate objects to make play, get fixated on specific (cartoon) characters and preferred routines or express themselves through the repetitive use of [[w:_https://en.wikipedia.org/wiki/Expression|expressions]] and [[w:_https://en.wikipedia.org/wiki/Symbol|symbols]]. Therefore, environment change can become problematic and a source of [[w:_https://en.wikipedia.org/wiki/Tantrum|tantrum]] and [[w:_https://en.wikipedia.org/wiki/Challenging_behaviour|challenging behaviour]]. This variation in symptomatic patterns makes autism one of the most difficult conditions for understanding and treatment.{{f}} '''Theory of mind and ASD''' The current Diagnostic and Statistical Manual of Mental Disorders-5 ([[w:_https://en.wikipedia.org/wiki/DSM-5|DSM-5]]) suggests the differential diagnoses of language disorders and social (pragmatic) communication in the absence of the restricted range of interests or behaviour (APA, 2013). The weak areas of [[w:_https://en.wikipedia.org/wiki/Communication|communication]] and socialisation skills in those with an ASD can be identified as [[w:_https://en.wikipedia.org/wiki/Theory_of_mind|theory of mind]] (ToM) and pragmatic language (PL) deficits. ToM refers to the ability to understand/recognise humans’ different “minds” in terms of [[w:_https://en.wikipedia.org/wiki/Belief|beliefs]] or [[w:_https://en.wikipedia.org/wiki/Intention|intentions]] and relating to those in order to empathise for what they are doing/feeling{{f}}. PL, meanwhile, refers to the ability to effectively apply practical language in reciprocal communication – knowing the back-and-forth conversational context, when it is appropriate to initiate a conversation, what to say and how to take turns{{f}}. Accordingly, pragmatic effectiveness requires working ToM to figure out what the other person know/think to predict their intents/actions (Duval et al., 2023). With impaired pragmatic and ToM skills (see Table 1), the child’s [[w:_https://en.wikipedia.org/wiki/Perception|perception]] of the world around them is severely altered, restricting their ability to not only realise own [[w:_https://en.wikipedia.org/wiki/Feeling|feelings]] and [[w:_https://en.wikipedia.org/wiki/Need|needs]], but also recognise and empathise with the other [[w:_https://en.wikipedia.org/wiki/Mind|mind]]. Thus, autistic individuals continue to find difficulties in achieving meaningful conversations, resulting in disinterest in social interactions and having no sense of companionship.{{f}} Table 1. ''ASD and ToM vs. PL{{ic|what does this abbreviation stand for?}} skills'' <div align="left"> {| class="wikitable" ! ''' ''' ! '''Affected brain areas''' ! '''Associated symptoms''' |- | ToM | Hyperactivation in the left medial prefrontal cortex, anterior paracingulate cortex, orbital interior frontal gyrus and bilateral anterior cingulate cortex Hypoactivation in the right anterior superior temporal gyrus, posterior superior temporal sulcus and amygdala Partially altered levels of activation in the superior temporal sulcus, temporoparietal junction and the medial prefrontal cortex | Emotionally challenging Lack of eye contact Lack of perception of social cues and conversational turns-taking |- | PL | Hyperactivation in the superior temporal gyrus, left lingual gyrus, middle occipital gyrus and the thalamus Hypoactivation in the bilateral medial temporal gyrus, bilateral anterior insula and left interior parietal lobule | Struggle to interpret figurative language, facial expressions and understand humours Unable to identify communicative intents Lack of interest for initiating shared social interaction |} </div> Adapted from Duval{{sp}} et al. (2023) ===[[w:_https://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder|Attention deficit hyperactivity disorder]] (ADHD)=== The DSM-5 identifies ADHD as two distinct inattention and/or hyperactivity-impulsivity types. Of those, three subtypes of ADHD were specified: (1) ADHD-I as predominantly inattentive, (2) ADHD-H as predominantly hyperactive/impulsive and (3) the most common form of ADHD-C as combined inattentive and hyperactive/impulsive. In reality, children with ADHD are often found to be constantly irritated and unable to concentrate on tasks especially of little interest{{f}}. They tend to display disruptive behaviours and act out of control across contexts as a result of an inability to inhibition{{f}} (see Table 2). The [[w:_https://en.wikipedia.org/wiki/Prefrontal_cortex|prefrontal cortex]] (PFC), as part of the large [[w:_https://en.wikipedia.org/wiki/Frontal_lobe|frontal lobes]] in our [[w:_https://en.wikipedia.org/wiki/Brain|brain]], is considered as an inhibitory centre allowing us ample time to process contextual and sensory inputs to decide where we are, where we want to go then take purposeful and controllable actions in order to get there. Thus, the ability to inhibit is of great importance in [[w:_https://en.wikipedia.org/wiki/Executive_functions|executive function]] including planning and self-regulatory skills. However, the impaired connection between the PFC and other parts of the brain hinders abilities to filter incoming stimuli to prioritise ([[w:_https://en.wikipedia.org/wiki/Basal_ganglia|basal ganglia]]), to determine appropriately emotional reactions ([[w:_https://en.wikipedia.org/wiki/Limbic_system|limbic system]]) and to manage the sense of time ([[w:_https://en.wikipedia.org/wiki/Cerebellum|cerebellum]]). These deficiencies, resulting from an under-functioning PFC, can lead to other executive dysfunctions – leaving ADHDers with classic symptoms of disorganisation, poor [[w:_https://en.wikipedia.org/wiki/Time_management|time management]], lack of [[w:_https://en.wikipedia.org/wiki/Foresight|foresight]] and reaction without consideration of all available options.{{f}} Additionally, it {{what}} appears in ADHD that when the specific [[w:_https://en.wikipedia.org/wiki/Neurotransmitter|neurotransmitter]] [[w:_https://en.wikipedia.org/wiki/Dopamine|dopamine]] is released into the [[w:_https://en.wikipedia.org/wiki/Synapse|synapse]], the altered dopamine signalling prevents it from reaching the target [[w:_https://en.wikipedia.org/wiki/Neuron|neuron]] on the other side of the synapse. This leaves the brain with less dopamine than it requires to function properly and thus causes the disrupted flow of information between the frontal lobes and other parts of the brain in order to inhibit other brain activities for self-directed regulation. In turn, the abnormally low levels of dopamine across the brain regions directly impact on higher functions of concentration, [[w:_https://en.wikipedia.org/wiki/Problem_solving|problem-solving]] and [[w:_https://en.wikipedia.org/wiki/Decision-making|decision-making]], which relates to symptoms of inattention and [[w:_https://en.wikipedia.org/wiki/Impulsivity|impulsivity]].{{f}} Table 2. ''Difficulties associated with ADHD'' <div align="left"> {| class="wikitable" ! '''Attention''' ! '''Organisation''' ! '''Hyperactivity''' ! '''Impulsitivity''' |- | Inability to stay focus on tasks | Inability to organise or complete tasks | Being fidgety | Inability to wait for turns |- | Inability to inhibit distractions | Poor time management | Talking excessively | Interrupting |- | Frequently careless mistakes | Absentmindedness | Feeling restless or constantly "on the go" | Intruding |- | Appearance of not listening or paying close attention | Loss of important things or belongings | Inability to play or stay quietly | Blurting out answers |} </div> Adapted from APA (2013). ===[[w:_https://en.wikipedia.org/wiki/Obsessive%E2%80%93compulsive_disorder|Obsessive-compulsive disorder]] (OCD)=== The DSM-5 classified OCD as one of the anxiety-related disorders with the presence of either obsessions or compulsions or both. Obsessions are unwanted and nonsense but intrusive thoughts, mental images or urges often arisen from periods of [[w:_https://en.wikipedia.org/wiki/Anxiety|anxiety]] or distress. Accordingly, compulsions are performed as repetitive behaviours (hand washing in response to fear of contamination, rechecking in prevention of harm) or mental acts (counting, silently repeating words/phrases and the need for [[w:_https://en.wikipedia.org/wiki/Symmetry|symmetry]]) in attempts to decrease the level of anxiety caused by obsessions (APA, 2013) following rigid rules. These behaviours must become clearly excessive, unreasonable, unrealistic and time-consumed (1 – 3 hours per day) to the extent that cause severe distress and impair general life functioning before a diagnosis can be considered. Once confirmed, additional attention should be paid for tics of approximately 30% at lifetime risk and other possible related disorders such as [[w:_https://en.wikipedia.org/wiki/Body_dysmorphic_disorder|body dysmorphic disorder]], skin picking disorder and [[w:https://en.wikipedia.org/wiki/Trichotillomania|trichotillomania]]. [[w:_https://en.wikipedia.org/wiki/Functional_imaging|Functional imagining]] studies in OCD have shown it specifically linked to structural abnormalities in various brain regions including the [[w:_https://en.wikipedia.org/wiki/Orbitofrontal_cortex|orbitofrontal cortex]] (OFC), [[w:_https://en.wikipedia.org/wiki/Anterior_cingulate_cortex|anterior cingulate cortex]] (ACC), [[w:_https://en.wikipedia.org/wiki/Striatum|striatum]] and [[w:_https://en.wikipedia.org/wiki/Thalamus|thalamus]] (see Table 3) (Huey et al., 2008). Table 3. ''OCD and the brain'' <div align="left"> {| class="wikitable" ! '''Brain areas''' ! '''Functions''' ! '''Differences in OCD''' |- | OFC | Reasoning, reward learning and social behaviours | Difficulty modifying behaviour in change of reward. Hyperactivity in disruption of social and emotional behaviours |- | ACC | Error detection, decision making and emotional regulation | Hyperactivation linked to anxiety and perfectionism |- | Thalamus | Sensory processing and movement signals | Altered signals in relation to compulsions |- | Striatum | Movement | Hyperactivity affects compulsive behaviours |} </div> Adapted from Huey et al. (2008) {{Robelbox|theme=8|title=Quiz}} <quiz display=simple> {Which neurodivergent condition is characterised by a need to perform rituals over and over again, an unnatural concern with order or symmetry, and fear of contamination or dirt? |type="()"} - ADHD - OCD + ASD </quiz> {{Robelbox/close}} ==The relationship between trauma and NDCs == Research indicates the interconnection between trauma and neurodivergence due to overlapping symptoms, with both impacting brain development and function resulting in altering behaviours (AI-Attar & Worthington, 2024). [[w:_https://en.wikipedia.org/wiki/Comorbidity|Comorbidities]] thus exist between neurodivergences and trauma- and stressor-related disorders. Comparing to the neurotypical population, there is a great tendency for neurodivergent individuals, with a history of traumatic experiences, to develop associated traumas such as [[w:_https://en.wikipedia.org/wiki/Childhood_trauma|childhood trauma]], [[w:_https://en.wikipedia.org/wiki/Interpersonal_trauma|interpersonal trauma]] or [[w:_https://en.wikipedia.org/wiki/Post-traumatic_stress_disorder|post-traumatic stress disorder]] (PTSD){{f}}. In fact, Gajwani and Minnis (2022) found that childhood trauma or [[w:_https://en.wikipedia.org/wiki/Adverse_childhood_experiences|adverse childhood experiences]] (ACEs) of childhood maltreatment in particular and the term they coined as “neurodevelopmental conditions” (consisting of ADHD, ASD) are unlikely to occur in isolation, creating a double jeopardy of long-term negative health impacts associated with potent risks of stress responses and maladaptive coping behaviours (Wilson et al., 2024). A further study, aiming to investigate the relationship between NDs and ACEs, was conducted by Wilson (2024) and colleagues of 5,395 English residents aged 18 years and above using 1-item ND and 9-item ACEs self-reports to measure their general health and mental wellbeing. Findings indicated that comparing to a nearly half of neurotypical (NT) people, almost three quarters of ND people had experienced at least one ACE (or interpersonal trauma), defined as physical or [[w:_https://en.wikipedia.org/wiki/Sexual_abuse|sexual abuse]]; physical or emotional [[w:_https://en.wikipedia.org/wiki/Neglect|neglect]]; and other familial [[w:_https://en.wikipedia.org/wiki/Stressor|stressors]] including being raised by a single parent, witnessing [[w:_https://en.wikipedia.org/wiki/Domestic_violence|domestic violence]]; having a household member who was illegally arrested, mentally ill or suicidal, or abusing alcohol and/or other drugs (also see Kalisch et al., 2025). [[File:Lasting affects of Adverse Childhood Experiences.png|thumb|404x404px|'''Figure 2.''' Lasting effects of ACEs]] Importantly, the research team also found that comparing to the NT sample population, ND individuals, consisting of all those with an official diagnosis; being self-diagnosed and suspecting, were significantly likely at 4.9 times to experience more than 4 ACEs, at twice to experience 2 – 3 ACEs and 1.6 times to experience 1 ACE{{f}}. Thus, these findings suggested the higher prevalence of ACEs amongst ND individuals, the greater impacts on their overall health and wellbeing over the course of life{{g}}. In other words, ACEs can predict a wide range of serious health problems into adulthood such as [[w:_https://en.wikipedia.org/wiki/Depression|depression]], [[w:_https://en.wikipedia.org/wiki/Obesity|obesity]], alcohol and/or other drugs abuse, impaired life functioning (including [[w:_https://en.wikipedia.org/wiki/Education|education]] and [[w:_https://en.wikipedia.org/wiki/Employment|employment]]), childhood or developmental trauma and dissociation. And that, the more ACEs, the greater the likelihood of developing these health-related problems later in life (see Figure 2). ===Attachment theory and ACEs=== As John Bowlby, the British psychologist, developed his [[w:_https://en.wikipedia.org/wiki/Attachment_theory|attachment theory]], he saw attachment as a secure base that explained the early emotional bonds between infants and caregivers{{f}}. This primary attachment bond is considered vital for survival and social/emotional development as it helps shape relationships throughout life (Khadka, 2022). Accordingly, the more responsive the adult is to the child, the stronger the attachment and the more likely the child will develop healthy ways in response to the world around him. Bowlby’s (1969) original work was intensively expanded later on by Mary Ainsworth (1978){{ic|not in references}}, who conducted the “[[w:_https://en.wikipedia.org/wiki/Strange_situation|strange situation]]” experiment aiming to assess how the 12- to 18-month-old children responded to brief periods of separations then reunions with their caregivers and identifying four different attachment styles of [[w:_https://en.wikipedia.org/wiki/Secure_attachment|secure]], anxious-ambivalent, avoidant and disorganised. [[w:_https://en.wikipedia.org/wiki/Secure_attachment|Secure attachment]] tends to develop if the caregiver shows consistent nurturing behaviours with delicate levels of physical interactions (e.g., holding their babies) and “affect attunement” (e.g., making them feel understood and their needs met) (also see Newman et al., 2015). As these children grow into adulthood, histories of responsive and reliable interactions from early life, in turn, form a foundation of “[[w:_https://en.wikipedia.org/wiki/Internal_working_model_of_attachment|internal working models]]” for emotional security as part of a formula for relationships (AI-Attar & Worthington, 2024). On the contrary{{g}}, children with insecure (anxious-ambivalent or avoidant) and disorganised attachment styles – perhaps resulted by experiencing abuse and neglect – often become very defensive, hypervigilant to the surroundings and sensitive to slight changes to the extent that they may overreact to situations, easily be withdrawn or lose control of impulses{{f}}. ===ACEs and interpersonal trauma=== It is believed that these children may grow up with frequent moments of misattunement in the transition between affective states, which not only ruptures the attachment bond but hinders the development of self-regulation skill (Khadka, 2022). Such disrupted attachment to a primary caregiver (e.g., a neglectful parent who failed to provide unconditional love and bond to a child because s/he was mentally ill or traumatised) can be counted towards some forms of abuse and neglect (Cross et al., 2017). Other early experiences, linked to the [[w:_https://en.wikipedia.org/wiki/Interpersonal_trauma|interpersonal trauma]], might include [[w:_https://en.wikipedia.org/wiki/Bullying|bullying]] and domestic violence outside of home (e.g., school, neighbourhood or local communities) (Kalisch et al., 2025). While single-event PTSD is quite straightforward, prolonged and repeated exposure to these multiple forms of interpersonal traumas can consequently results in complex trauma or PTSD (Kliethermes et al., 2014; Maercker et al., 2022). ===Complex trauma and PTSD=== Humans are vulnerable and that {{g}} anyone of us can get PTSD upon exposure to [[w:_https://en.wikipedia.org/wiki/Traumatic_event|traumatic events]]. However, certain factors can heighten the risk of developing PTSD and one of which is the long lasting consequences of disorganised attachment patterns (Khadka, 2022; Kliethermes et al., 2014). It is particularly important to explore ACEs in the high-risk population of NDs (e.g., ADHD, OCD and especially ASD), in which multiple ACEs can highly be identified (AI-Attar & Worthington, 2024). Having said that, combined factors such as the exposure frequency (repeated, long-term) and exposure outcomes (affected emotional and behavioural dysregulation, altered self-perception and relationship/attachment issues) are commonly known in [[w:_https://en.wikipedia.org/wiki/Complex_post-traumatic_stress_disorder|complex trauma]], indicating the diversity and severity of trauma symptoms as well as involving the requirement for longer duration and combination of treatment modalities (AI-Attar & Worthington, 2024; Kliethermes et al., 2014). The impact of complex trauma tends to worsen amongst the population of children and adolescence following their critical developmental periods, which disrupts the [[w:_https://en.wikipedia.org/wiki/Identity_formation|identity formation]] as a result. Complex trauma or PTSD is sometimes misdiagnosed as neurodivergent conditions{{f}}. Thus, another view holds that complex trauma significantly impairs one’s [[w:_https://en.wikipedia.org/wiki/Self-concept|self-concept]], psychological wellbeing, attachment capabilities (e.g., bonding, intimate relationships) and social interaction, which necessitate a comprehensive assessment considering differential diagnoses for trauma to be ruled out of its greatly associated conditions in order to provide properly individualised treatment and care plans (Gajwani & Minnis, 2022). According to Miller and Brock (2017){{ic| not in references}}, trauma victims may be at high risk for OCD with obsessive thoughts, negative feelings and restricted or repetitive behaviours, perhaps resulting from ACEs, to prevent them from reoccurring; these symptoms can, in turn, be accompanied with excessive worry, phobias, panic attacks and compulsive behaviours (as cited in AI-Attar & Worthington, 2024). For example, a victim of rape or sexually abuse compulsively washes herself in response to obsessive feelings of being contaminated and become inbound or avoid public places. Affected dysregulation such as difficulties in regulating [[w:_https://en.wikipedia.org/wiki/Emotion|emotions]], controlling [[w:_https://en.wikipedia.org/wiki/Impulse|impulses]] and seeking [[w:_https://en.wikipedia.org/wiki/Attention|attention]] (e.g., emotional outbursts, aggression, rule breaking, restlessness) can easily be labeled as ADHD. Other trauma-related symptoms include misunderstanding of [[w:_https://en.wikipedia.org/wiki/Social_cue|social cues]] or intentions, inability to identify emotions, (sensory) [[w:_https://en.wikipedia.org/wiki/Sensitivity|sensitivity]], [[w:_https://en.wikipedia.org/wiki/Hypervigilance|hypervigilance]] (e.g., sustained scanning for threats) and dissociation due to feeling unsafe, which can be mistaken for typically autistic processing deficits especially in relation to ToM/PL skills.{{f}} ==Interventions and support strategies== {{ic|Include an introductory paragraph before branching into sub-sections}} ===[[w:_https://en.wikipedia.org/wiki/Pharmacotherapy|Pharmacotherapy]]=== The increasing prevalence of ND individuals, identified as having ASD with comorbid ADHD (25 – 28%) and OCD (7 – 10%) can become a source of stress for caregivers (Deb, Roy & Limbu, 2023). The nature of these conditions may be seen as being anxious or depressed, underlying challenging behaviours as the results of cognitive and psychosocial functioning difficulties. This has led to the significant rise (64% as at 2014) in the use of medication (e.g., psychotropics and [[w:_https://en.wikipedia.org/wiki/Mood_stabilizer|mood stabilisers]]) as preferred treatment within the population of children and adolescents. For example, stimulants improve [[w:_https://en.wikipedia.org/wiki/Aggression|aggression]] in developing children with ADHD and reduce anxiety when ADHD with comorbid [[w:_https://en.wikipedia.org/wiki/Anxiety_disorder|anxiety disorder]] (e.g., OCD). However, there is a call for alternative practices in place to avoid overmedication due to concerns around pharmacological intervention, which involve long-term, severe side effects and conflicting findings whether it cures the conditions (Deb, Roy & Limby, 2023). [[w:_https://en.wikipedia.org/wiki/Pharmacotherapy|Pharmacotherapy]] alone do{{g}} not cure PTSD and is highly unlikely to be recommended for young children with PTSD. However, in some cases, relieving symptoms of depression and anxiety can help facilitate other forms of treatment for success (Maercker et al., 2022){{ic|not in references}}. ===[[w:_https://en.wikipedia.org/wiki/Psychotherapy|Psychotherapy]]=== '''Mindfulness''' [[w:_https://en.wikipedia.org/wiki/Mindfulness|Mindfulness]] practice is referred as the ability to intentionally shift focus and intention on [[w:_https://en.wikipedia.org/wiki/Feeling|feelings]], [[w:_https://en.wikipedia.org/wiki/Thought|thoughts]] and bodily experiences in the present moment (Cross et al., 2017). For individuals with neurodivergent conditions such as ADHD and/or ASD ([[w:_https://en.wikipedia.org/wiki/Neurodevelopmental_disorder|neurodevelopmental disorders]] associated with altered brain structures and cognitive/behavioural functioning difficulties) as well as those with complex trauma, mindfulness can be considered a useful tool for stress release and [[w:_https://en.wikipedia.org/wiki/Emotional_self-regulation|emotional self-regulation]] (Cross et al., 2017; Patilima, 2025). Without any mental efforts for change or control, individuals are reaching [[w:_https://en.wikipedia.org/wiki/Self-awareness|self-awareness]] and a greater understanding of their inner experiences in a nonjudgemental and accepting perspective{{explain}}. '''Attachment-based family therapy (ABFT)''' Considering the learning aspects of [[w:_https://en.wikipedia.org/wiki/Attachment_theory|attachment theory]], the ABFT has recently been adjusted as transdiagnostic treatment for various disorders including attachment-related traumas and emotions (Van Vlierberghe et al., 2023). While this approach does not directly focus on neurodivergences, it does focus on addressing the foundation of emotional and attachment insecurities, underlying difficult behaviours, affected regulation and maladaptive coping strategies. With attachment-focused parenting through its core, the 16-session family intervention, incorporating five therapeutic tasks, aims to assist parents in rebuilding a secure base for their 8- to 12 year-old children to redevelop a safe relationship based on unconditional love and acceptance. Under ABFT, much more attention is given to what is happening beneath the behaviour and within the family. Thus, families are required to alternatively complete child-only, parent-only and parent-child tasks. Child- (Task 2) and parent-only (Task 3) sessions not only give the therapist opportunities to build strong [[w:_https://en.wikipedia.org/wiki/Therapeutic_relationship|therapeutic relationships]] with individuals but also help with identifying emotional needs and life stressors which affect parenting styles and contribute to attachment insecurities. Most importantly, other parent-child together sessions are central to the therapy in terms of both attachment and familial relationship repair. Other potential interventions in clinical settings, which utilise the attachment needs and caregiving practices are listed in Newman et al. (2015) as Circle of Security, Watch, Wait and Wonder, and Video Interaction Guidance. '''Trauma-focused therapies''' Results from a multi-level meta-analysis, conducted by Hoogsteder (2022) and colleagues, indicated that both [[w:_https://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing|Eye movement desensitisation and reprocessing]] (EMDR) and [[w:_https://en.wikipedia.org/wiki/Trauma_focused_cognitive_behavioral_therapy|Trauma-focused cognitive behavioural therapy]] (TF-CBT) can be significantly effective (large effect d = 1.123) in the reduction of trauma symptoms (especially those of PTSD in older adolescents). However, the comparative efficacy between EMDR and TF-CBT requires further investigation with the inclusion of larger amounts of studies especially for EMDR (Hoogsteder et al., 2022). Originally employed by Dr. Francine Shapiro in 1987 for survivors of war, rape and molestation, [[w:_https://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing|EMDR]] has now becoming an eight-phase comprehensive treatment plan for diverse traumatic experiences across ages. The rhythmic set of (bilateral) eye movements, whilst processing [[w:_https://en.wikipedia.org/wiki/Traumatic_memories|traumatic memory]], is believed to lessen the emotional impact of upsetting experiences. Consequently, negative images, thoughts and feelings identified as trauma symptoms, will be either reduced, eliminated or replaced with positive responses. This is because rapid eye movements stimulate electrical connections and activate parts of brain regions that process [[w:_https://en.wikipedia.org/wiki/Memory|memories]]. Also, a focus on eye movement provides distraction from the pain of intrusive memories while processing them with adaptive [[w:_https://en.wikipedia.org/wiki/Cognition|cognitions]]{{f}}. [[w:_https://en.wikipedia.org/wiki/Trauma_focused_cognitive_behavioral_therapy|TF-CBT]] is an evidence-based treatment recommended for children aged 5 and above experiencing interpersonal and complex trauma (Kalisch et al., 2025; Maercker et al., 2022). TF-CBT treatment plan usually involves both individual child sessions and joint sessions with a non-offending caregiver. It incorporates essential components of cognitive behavioural techniques and trauma-sensitive interventions (e.g., [[w:_https://en.wikipedia.org/wiki/Psychoeducation|psychoeducation]], [[w:_https://en.wikipedia.org/wiki/Relaxation_technique|relaxation techniques]], [[w:_https://en.wikipedia.org/wiki/Cognitive_processing_therapy|cognitive processing]] and [[w:_https://en.wikipedia.org/wiki/Narrative_exposure_therapy|narrative exposure]]). Research shows TF-CBT significantly improve core symptoms of PTSD with a moderate to large effect size (Maercker et al., 2022). ===Environmental and social supports=== As [[w:_https://en.wikipedia.org/wiki/Hypothalamic-pituitary-adrenal_axis|hypothalamic-pituitary-adrenal (HPA) axis]] dysfunction is not present in all individuals experiencing trauma, especially those found neurobiologically resilient, Cross et al. (2017) recommended some protective factors to make any environments sensorily safe for them. These recommendations include offering opportunities for supportive relationships (e.g., friends, carers, partners or other significant others) as buffers while stress is happening or during stressful events (Kalisch et al., 2025). It can also be useful for mental healthcare professionals to take into consideration the environments, in which individuals live and spend most of their time (e.g., home, school, local communities) with ongoing trauma exposure and received threats, may impede interventions (Cross et al., 2017). Modifications that apply [[w:_https://en.wikipedia.org/wiki/Trauma-informed_approaches_in_education|trauma-informed educational practices]], such as individualised learning plans, [[w:_https://en.wikipedia.org/wiki/Universal_Design_for_Learning|universal design for learning]], flexible (seating) and sensory-friendly classroom arrangements (sensorily safe space, visual aids, checklists/planners, relaxation strategies), can help reduce anxious, dissociative behaviours, promote learning and engagement in classroom contexts, and therefore improve academic outcomes (Patilima, 2025). Additionally, early access to mental health networks for families of neurodivergent children experiencing trauma, have positive conversations around diversity and acceptance and participate in peer mentoring programs can provide these students with support and guidance to navigate social situations with confidence and build [[w:_https://en.wikipedia.org/wiki/Social_skills|interpersonal skills]] overtime (Cross et al., 2017; Patilima, 2025). ==Conclusion== but This chapter recognises the interplay between neurodivergence and trauma. It also shows possible directions to follow in the selection of methods and trying them out in order to address individual needs of each child for effective support and healing. Trauma can cause alterations in brain structure and function involving the [[w:_https://en.wikipedia.org/wiki/Hippocampus|hippocampus]], [[w:_https://en.wikipedia.org/wiki/Prefrontal_cortex|prefrontal cortex]] and [[w:_https://en.wikipedia.org/wiki/Amygdala|amygdala]], which result in neurodivergent traits such as heightened anxiety, sensitivity, sensory, emotional and cognitive processing dysfunction (Cross et al., 2017). Reversely{{awkward}}, neurodivergent individuals can highly likely be susceptible to experiencing trauma, as the results of misunderstanding, mislabeling, underrepresentation and possible societal stigma. This can then create a cycle where trauma symptoms and neurodivergent traits exacerbate each other, making it vital to identify and address them both in any treatment plan. The type and intensity of selected treatment should depend on the type and severity of NDCs and traumatic experiences. However, any intervention and support strategies should not aim to change these individuals, but rather to help them cope with their problems and learn to function life matters in healthier ways. ==See also== * [[wikipedia:Attachment_theory|Attachment theory]] (Wikipedia) *[[w:DSM-5|DSM-5]] (Wikipedia) * [[Evidence-based assessment/Rx4DxTx of PTSD|Evidence-based assessment/Rx4DxTx of PTSD]] (Wikiversity) * [[w:Psychological trauma|Psychological trauma]] (Wikipedia) * [[Motivation and emotion/Book/2024/Trauma-informed education|Trauma-informed education]] (Book chapter, 2024) ==References== {{Hanging indent|1= Al-Attar, Z., & Worthington, R. (2024). Trauma or autism?–understanding how the effects of trauma and disrupted attachment can be mistaken for autism. Advances in Autism, 10(3), 120-134. https://doi.org/10.1108/AIA-07-2023-0041 Cross, D., Fani, N., Powers, A., & Bradley, B. (2017). Neurobiological development in the context of childhood trauma. 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''Journal of Child & Adolescent Trauma'', ''18''(2), 467–480. https://doi.org/10.1007/s40653-024-00684-9 Khadka, C. (2022). The Evolution of Attachment Theory: From Bowlby to Modern Perspectives. TUTA Journal, 125-140. https://doi.org/10.3126/tutaj.v10i1.74328 Kliethermes, M., Schacht, M., & Drewry, K. (2014). Complex trauma. ''Child and Adolescent Psychiatric Clinics'', ''23''(2), 339–361. http://dx.doi.org/10.1016/j.chc.2013.12.009 Newman, L., Sivaratnam, C., & Komiti, A. (2015). Attachment and early brain development–neuroprotective interventions in infant–caregiver therapy. Translational Developmental Psychiatry, 3(1), 28647. https://doi.org/10.3402/tdp.v3.28647 Patilima, H. (2025). Neurodiversity and trauma in early childhood: Implications for inclusive learning. ''South African Journal of Childhood Education'', ''15''(1), 1–9. https://doi.org/10.4102/sajce.v15i1.1704 Van Vlierberghe, L., Diamond, G., & Bosmans, G. (2023). Middle childhood attachment‐based family therapy: Theory and model description. Family process, 62(3), 1040-1054. https://doi.org/10.1111/famp.12887 Wilson, C., Butler, N., Quigg, Z., Moore, D., & Bellis, M. (2024). Relationships between neurodivergence status and adverse childhood experiences, and impacts on health, wellbeing, and criminal justice outcomes: findings from a regional household survey study in England. ''BMC medicine'', ''22''(1), 592. https://doi.org/10.1186/s12916-024-03821-1 }} ==External links== * [https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder Post-traumatic stress disorder] (World Health Organization) * [https://www.youtube.com/watch?v=8gm-lNpzU4g We can prevent ACEs] (Youtube) * [https://www.verywellmind.com/what-is-attachment-theory-2795337 What is attachment theory?] (Verywell Mind) * [https://www.verywellmind.com/emdr-for-panic-disorder-2584292 What is EMDR Therapy?] (Verywell Mind) * [https://www.verywellmind.com/what-are-the-effects-of-childhood-trauma-4147640 Understand the Effects of Childhood Trauma] (Verywell Mind) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurodiversity]] [[Category:Motivation and emotion/Book/Trauma]] g23avmm7tmsdbrych9fd9khj0wulaeb 0 323153 2812798 2809777 2026-06-05T07:47:18Z Jtneill 10242 /* Emotion */ + [[/Enjoyment and learning/]] - How does enjoyment influence learning? 2812798 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 9qjry8rny5x0ye0ymh18snic34bcqz2 2812799 2812798 2026-06-05T07:57:45Z Jtneill 10242 /* Motivation */ [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? 2812799 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] qs0lmzrfr845ydltjnhtzmhyu7zscfp 2812800 2812799 2026-06-05T08:02:29Z Jtneill 10242 /* Motivation */ [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? 2812800 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] c9698s2biqb0shpyfugln6r4j5nupe7 2812801 2812800 2026-06-05T08:13:45Z Jtneill 10242 /* Motivation */ [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? 2812801 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] n4sbhw5yii04b88rnbgnt33tpd37n13 2812802 2812801 2026-06-05T08:22:55Z Jtneill 10242 [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? 2812802 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] ksw7oh49o4ze3zhb7eomdsney83tpzd 2812804 2812802 2026-06-05T08:31:09Z Jtneill 10242 /* Motivation */ [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? 2812804 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|User Name}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence and intrinsic motivation in SDT/]] - How does the need for competence influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Cost-benefit motivation and effort regulation/]] - How is effort dynamically adjusted I based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between these mindsets? {{ME-By|User Name}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|User Name}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Mental contrasting and motivation/]] - How does mental contrasting affect motivation? {{ME-By|User Name}} # [[/Mesolimbic pathway development and adolescent risk-taking/]] - How does maturation of reward circuits influence teenage sensation-seeking and impulsive behaviours? {{ME-By|User Name}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? {{ME-By|User Name}} # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|User Name}} # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|User Name}} # [[/Power motivation and leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|User Name}} # [[/Prevention vs promotion mindset/]] - What are the motivational differences between focusing on safety versus growth? {{ME-By|User Name}} # [[/Relatedness and intrinsic motivation in SDT/]] - How does the need for relatedness influence intrinsic motivation according to self-determination theory? {{ME-By|User Name}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|User Name}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|User Name}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|User Name}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|User Name}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|User Name}} # [[/Windfall gain effect/]] - How do unexpected financial gains influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|User Name}} ==Emotion== # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|User Name}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion/]] - How does feedback about physiological states influence emotion? {{ME-By|User Name}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|User Name}} # [[/Cognitive hardiness in the workplace/]] - How does cognitive hardiness protect against occupational stress and burnout? {{ME-By|User Name}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|User Name}} # [[/Emotion regulation ability versus strategy/]] – How do ability and strategy differ in shaping effective emotion regulation? {{ME-By|User Name}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion in caregiving and helping roles? {{ME-By|User Name}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role does shame and guilt play in introjected forms of behavioural regulation? {{ME-By|User Name}} # [[/Laughing gas (nitrous oxide) and emotion/]] - How does nitrous oxide influence emotion? {{ME-By|User Name}} # [[/Noise and emotion/]] - What are the typical emotional responses to different types of noise? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] – What is positive emotion dysregulation, what are its consequences, and what can be done about it? {{ME-By|User Name}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|Username}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|Username}} # [[/Responsiveness and trust/]] - How does responsiveness influence the development and maintenance of trust? {{ME-By|User Name}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|User Name}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Wayfinding and emotion/]] - What are the affective aspects of wayfinding? {{ME-By|User Name}} ==Motivation and emotion== # [[/Reinforcement sensitivity theory/]] – What is reinforcement sensitivity theory and how does it explain motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Warm-glow giving, motivation, and emotion/]] - What are the motivational and emotional aspects of warm-glow giving? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - What are the motivational-emotional aspects of wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book]] 9gtp7lm650kblst3hzu7cd4o4mckttr 0 326182 2812779 2812610 2026-06-04T14:51:41Z Regliste 3029369 /* For closed polygons */ more details 2812779 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992{{Sfn|Schwartz|1992}}. The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its interpretation as a [[w:cluster algebra|cluster algebra]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons on the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is defined by taking lines and their intersections, it [[w:Commutative property|commutes]] with any transformation that maps lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. This allows to identify polygons [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives a [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as on Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]] <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons. Its [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes on the larger space of twisted polygons (see example on Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M=\mathrm{Id}</math>, this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates are found in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasi-periodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]].{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as on Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math> periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of variety]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over a [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest example of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] on a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \{x_i,x_j\} &= \{y_i,y_j\} = \{x_i,y_j\} = 0 \end{align}</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]] <math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] makes a [[w:quasiperiodic motion|quasiperiodic motion]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for all functions <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} They form a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant tori (or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic Jacobians on which the iterates of the pentagram map alternate. But on each of them, the second iterate of the map is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The continuous limit of a convex polygon is a parametrized convex curve in the plane. When the time parameter is suitably chosen, the [[w:Discretization|continuous limit]] of the pentagram map is the classical [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This equation is a classical example of an [[w:integrable|integrable]] [[w:partial differential equation|partial differential equation]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of a well known invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebra]]. This provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}} These methods allow to retrieve the Poisson-bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Singularity theory === The pentagram map exhibit a property called singularity confinement, which is typical from [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of twisted polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math>, under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th ''short diagonal hyperplane'' <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive hyperplanes uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),~J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define the <math>k</math>-th hyperplane <math>H_k^I</math> to be passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering<math>d=2,~I=(2),~J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are again integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. They are [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>m \times md</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the diagonal [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> on each column of <math>X_v</math>. This defines an action on the Grassmannian, even though it's not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmanians. 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|title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} hrcase4gn6apmx8pj4k9pcso9nrpac4 2812780 2812779 2026-06-04T14:53:56Z Regliste 3029369 /* Dimension of the invariant manifold */ more readability 2812780 wikitext text/x-wiki {{Article info | last1 = Stiegler | orcid1 = 0009-0001-5789-6923 | first1 = Jean-Baptiste | affiliation1 = Université Paris-Saclay | correspondence1 = jean-baptiste.stiegler@universite-paris-saclay.fr | journal = WikiJournal of Science | et_al = true | w1 = Pentagram map | from w1 = true | keywords = Pentagram map, Dynamical system, Projective geometry, Moduli space, Integrable systems | license = CC-BY-SA 4.0 | submitted = 2025-12-08 | abstract = In [[w:mathematics|mathematics]], the '''pentagram map''' is a [[w:Dynamical system#Discrete dynamical system|discrete dynamical system]] acting on [[w:polygons|polygons]] in the [[w:projective plane|projective plane]]. It defines a new polygon whose vertices are obtained as the intersection points of the shortest [[w:Diagonal|diagonals]] of the initial polygon. This is a [[w:Projective linear group|projectively]] [[w:Equivariant map|equivariant]] procedure, hence it [[w:Quotient space (topology)|descends]] to the [[w:moduli space|moduli space]] of polygons and defines another dynamical system (which is also referred to as the pentagram map). It was first introduced by [[w:Richard Schwartz (mathematician)|Richard Schwartz]] in 1992{{Sfn|Schwartz|1992}}. The pentagram map on the moduli space is famous for its [[w:Completely integrable|complete integrability]] and its interpretation as a [[w:cluster algebra|cluster algebra]].{{sfn|Gekhtman|Izosimov|2025|p=14}} It admits many generalizations in [[w:Projective space|projective spaces]] and other settings. }} == Introduction == === Informal definition === ==== On polygons ==== [[File:Pentagram pentagon nolabel big.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Convex set|convex]] [[w:pentagon|pentagon]].]] Initially, the pentagram map was defined for [[w:convex polygon|convex polygon]]s (with at least five sides) on the [[w:euclidean plane|Euclidean plane]]. Given such a polygon <math>P</math> with <math>n</math> sides, one can draw the "shortest [[w:diagonal|diagonal]]s", meaning the [[w:Line segment|segments]] whose endpoints are a [[w:Vertex (geometry)|vertex]] and one of its second neighbors (as in Figure 1). The intersections of the shortest diagonals are then taken as the vertices of a new <math>n</math>-gon <math>T(P)</math>; this new polygon is the output of the pentagram map.{{Sfn|Berger|2005}} The same construction can be done on [[w:Concave polygon|non-convex polygons]], but there are several complications. First, some consecutive short diagonals may not intersect, so one must extend the segments to [[w:Line (geometry)|lines]]. Second, the image <math>T(P)</math> can fail to be a new <math>n</math>-gon because some consecutive vertices could coincide. However, this [[w:Generic property|generically]] doesn't happen.{{Sfn|Ovsienko|Schwartz|Tabachnikov|p=411|2009}} Finally, it is possible that two diagonals are [[w:Parallel (geometry)|parallel]] and don't intersect on the [[w:euclidean plane|Euclidean plane]]. This is resolved by extending the Euclidean plane to the [[w:real projective plane|real projective plane]] by the addition of a [[w:line at infinity|line at infinity]], where the [[w:Vanishing point|intersection point]] lies (see Figure 3). Hence, the pentagram map is defined for generic polygons on the real projective plane.{{Sfn|Berger|2005|p=25}} More generally, the construction of the pentagram map is well defined whenever the concepts of lines and their intersections make sense. This is encompassed by the notion of a general [[w:projective plane|projective plane]], of which the real projective plane is one example; but the pentagram map can also be considered over other [[w:Field (mathematics)|fields]], for instance the [[w:complex number|complex number]]s, which give the [[w:complex projective plane|complex projective plane]].{{Sfn|Weinreich|2022|loc=§3.1.1}} ==== On the moduli space of polygons ==== Since the pentagram map is defined by taking lines and their intersections, it [[w:Commutative property|commutes]] with any transformation that maps lines to lines. Such maps are called [[w:projective transformations|projective transformations]]. This allows to identify polygons [[w:up to|up to]] [[w:Perspectivity#Projectivity|projective transformations]]. This identification gives a [[w:Quotient space (topology)|quotient space]] (technically called a [[w:moduli space|moduli space]]) of [[w:Equivalence class|classes]] of polygons. The pentagram map on polygons induces another dynamical system on the moduli space,{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} whose behavior differs quite a lot from the initial one.{{Efn|Compare the paragraph about the [[w:Pentagram map#Collapsing of convex polygons|collapsing of convex polygons]] and the one about [[w:Pentagram map#Complete integrability|complete integrability]].}} === Historical elements === The pentagram map for general polygons was introduced in {{Harvard citation|Schwartz|1992}}, but the simplest case is the one of [[w:pentagons|pentagons]], hence the name "[[w:pentagram|pentagram]]".{{Sfn|Marí-Beffa|2014|p=1}} Their study goes back to {{Harvard citation|Clebsch|1871}},{{Sfn|Izosimov|2022a|p=1085}} {{Harvard citation|Kasner|1928}}{{Sfn|Tabachnikov|2019}} and {{Harvard citation|Motzkin|1945}}.{{Sfn|Schwartz|2013|p=1}} The pentagram map interacts with some classical configuration theorems of [[w:projective geometry|projective geometry]]. It provides results analogous to the ones of [[w:Pascal's theorem|Pascal's theorem]] and [[wikipedia:Brianchon's_theorem|Brianchon's theorem]].{{Sfn|Schwartz|Tabachnikov|2010}} Some specific configurations make [[w:Desargues' theorem|Desargues's theorem]] and [[w:Poncelet's porism|Poncelet's porism]] appear.{{Sfn|Berger|2005|loc=§4 and §5}}{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} ==Definitions and first properties== === Definition of the map === [[File:Pentagram pentagon label big.svg|alt=|thumb|300x300px|The pentagram map on a convex pentagon, with vertices labeled.]] [[File:Pentagram on nonconvex pentagon.svg|alt=|thumb|300x300px|The pentagram map applied on a [[w:Self-intersecting polygon|self-intersecting]] (in particular, non-convex) pentagon. The vertex <math>w_2</math> is on the [[w:line at infinity|line at infinity]], because it is the [[w:Vanishing point|intersection of two parallel lines]].]] Let <math>n\geq 5</math> be an integer. A polygon <math>P</math> with <math>n</math> sides, or <math>n</math>-gon, is a tuple of [[w:Vertex (geometry)|vertices]] <math>(v_1,\dots,v_n)</math> lying in some [[w:projective plane|projective plane]] <math>\mathbb P ^2</math>,{{Efn|In the following, the figures represent polygons on the real plane, where the intuition is easier to grasp.}} where the indices are understood [[w:Modular arithmetic|modulo]] <math>n</math>. The [[w:Dimension of an algebraic variety|dimension]] of the space of <math>n</math>-gons is <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.1}} Suppose that the vertices are in sufficiently [[w:general position|general position]], meaning that no consecutive triple of points are [[w:Collinearity|collinear]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=1}} Taking the intersection of two consecutive "shortest" [[w:diagonal|diagonal]]s{{Efn|Meaning the line between a vertex <math>v_k</math> and a "second neighbour" <math>v_{k\pm 2}</math>.}} defines a new point<math display="block"> w_k := \overline{v_{k-1} v_{k+1}} \cap \overline{v_{k} v_{k+2}}. </math>This procedure defines a new <math>n</math>-gon <math>T(P)=(w_1,\dots,w_n)</math>, as on Figure 2.{{Sfn|Schwartz|1992|p=71}} The labeling of the indices of <math>T(P)</math> is not [[w:canonical|canonical]]. In most papers, a choice is made at the beginning of the paper and the formulas are tuned accordingly.{{Sfn|Izosimov|2016|loc=remark 1.5}} The pentagram map on polygons is a [[w:birational map|birational map]] <math>T:(\mathbb P^2)^n</math>{{nowrap|{{font|size=145%|⇢}}}}<math>(\mathbb P^2)^n</math>. Indeed, each [[w:Homogeneous coordinates|coordinate]] of <math>w_k</math> is given as a [[w:rational function|rational function]] of the coordinates of <math>v_{k-1},\dots,v_{k+2}</math>, since it is defined as the intersection of lines passing by them. Moreover, the [[w:inverse map|inverse map]] is given by taking the intersections <math>\overline{w_{k-2} w_{k-1}} \cap \overline{w_{k} w_{k+1}} </math>, which is rational for the same reason.{{Sfnp|Weinreich|2022|loc=definition 1.2}} === Moduli space === The pentagram map is defined by taking [[w:Line (geometry)|lines]] and intersections of them. The biggest [[w:Group (mathematics)|group]] which maps lines to lines is the one of [[w:projective transformations|projective transformations]] <math>\mathbb P \mathrm{GL}_{3}</math>. Such a transformation <math>M</math> [[w:Group action|acts]] on a polygon <math>P</math> by sending it to <math>M \cdot P:=(Mv_1,\dots,Mv_n)</math>. The pentagram map [[w:Commutative property|commutes]] with this action, and thereby induces another [[w:dynamical system|dynamical system]] on the [[w:moduli space|moduli space]] of projective [[w:equivalence classes|equivalence classes]] of polygons. Its [[w:Dimension of an algebraic variety|dimension]] is <math>2n-8</math>.{{Sfn|Schwartz|1992|loc=§1 Projective geometry}} ===Twisted polygons=== [[File:Twisted heptagon.svg|alt=|thumb|300x300px|An example of twisted [[w:heptagon|heptagon]] on the real plane.]] The pentagram map naturally generalizes on the larger space of twisted polygons (see example on Figure 4). For any integer <math>n\geq5</math>, a twisted <math>n</math>-gon <math>P</math> is the data of: * a [[w:Sequence#Indexing|bi-infinite sequence]] of points <math>(v_k)_{k\in\mathbb Z}</math> in the projective plane (called the vertices), * a [[w:projective transformation|projective transformation]] <math>M \in \mathbb P \mathrm{GL}_3</math> (called the [[w:monodromy|monodromy]]), such that for any <math>k \in \mathbb Z</math>, the property <math>v_{k+n}=Mv_k</math> is satisfied. The dimension of the space of twisted <math>n</math>-gons is <math>2n+8</math>.{{Sfn|Schwartz|2008}} When <math>M=\mathrm{Id}</math>, this gives back the initial definition of polygons (which are said to be closed). The space of closed <math>n</math>-gons is of [[w:codimension|codimension]] <math>8</math> in the space of twisted ones.{{Sfn|Soloviev|2013|p=2816}} The action of projective transformations over the space of closed polygons generalizes to the space of twisted ones (the monodromy is changed by [[w:Matrix similarity|conjugation]]). This provides again a moduli space, of dimension <math>2n</math>.{{Sfn|Weinreich|2022|loc=definition 1.3}} == Collapsing of convex polygons == === Exponential shrinking === [[File:Pentagram map convex heptagon iterate.svg|alt=|thumb|300x300px|The pentagram map iterated on a convex [[w:heptagon|heptagon]], exhibiting the convergence.]] Let <math>P</math> be a closed [[w:Convex polygon#Strictly convex polygon|strictly convex polygon]] lying on the real plane. One of the first results proved by Richard Schwartz it that its iterates under the pentagram map shrink [[w:Exponential growth|exponentially fast]] to a point, as illustrated in Figure 5. This follows from two facts. # The image of a strictly convex polygon is contained in its [[w:Interior (topology)|interior]], and is also strictly convex.{{Sfn|Glick|2020|p=2818}} # There exists a constant <math>0< \eta_P<1</math>, depending on <math>P</math>, such that for any <math>N \in \mathbb N</math>, the diameters of the iterates verify the inequality <math display="inline">\operatorname{diam}(T^N(P))\leq\eta_P^N \operatorname{diam}(P). </math>{{Sfn|Schwartz|1992|loc=theorem 3.1}} Hence, by [[w:Cantor's intersection theorem#Variant in complete metric spaces|Cantor's intersection theorem]], the sequence of polygons collapses toward a point.{{Sfn|Schwartz|1992|loc=§3 Convex polygons}} The behavior on the moduli space is very different, since the dynamics is [[w:Recurrent point|recurrent]].{{Sfn|Schwartz|2001|loc=theorem 1.1}} It is even a [[w:quasiperiodic motion|quasiperiodic motion]],{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} as discussed in [[w:Pentagram map#Complete integrability|the section about integrability]]. === Coordinates of the limit point === The limit point coordinates are found in {{Harvard citation|Glick|2020}}. They satisfy some [[w:Degree of a polynomial|degree]] 3 [[w:polynomial equation|polynomial equations]], whose coefficients are [[w:rational function|rational function]]s in the coordinates of the vertices of the starting polygon. The proof relies on the fact that the limit point must be an [[w:eigenline|eigenline]] of a certain [[w:linear operator|linear operator]] of <math>\mathbb R^3</math>.{{sfn|Glick|2020}} This operator was reinterpreted in {{Harvard citation|Aboud|Izosimov|2022}} as the infinitesimal monodromy of the polygon. The [[w:Pentagram map#The scaling symmetry|scaling symmetry]] is used to [[w:Deformation (mathematics)|deform]] a closed polygon <math>P</math> into a family of twisted ones '''<math>(P_z)_{z\in \mathbb C^*}</math>''' with monodromy <math>M_z</math>. The infinitesimal monodromy is defined to be:{{sfn|Aboud|Izosimov|2022}} <math display="block">\left.\frac{dM_z}{dz}\right|_{z=1}.</math> === Generalization === The collapsing of polygons may also happen in some [[w:Pentagram map#Generalizations|generalization of the pentagram map]], when considering some specific configurations of polygons in the real plane. The coordinates of the collapse point are given by a formula analogous to the one for the original pentagram map.{{Sfn|Schwartz|2026}} == Periodic orbits on the moduli space == For some configurations of closed polygons, the iterate of the pentagram map will send <math>P</math> to a projectively equivalent polygon (up to some shift of the indices). This means that, on the moduli space, the orbit of the class of <math>P</math> is [[w:Periodic orbit|periodic]]. ===Pentagons and hexagons=== [[File:penta hexagon.svg|300px|thumb|The outward hexagon is projectively equivalent to the inward one, with respect to their labeling.]]The following two facts are proved by checking [[w:cross-ratio|cross-ratio]] equalities, so they are true for polygons in any [[w:projective plane|projective plane]] (not just the [[w:Real projective plane|real one]]).{{Sfn|Schwartz|1992|loc=§2 Pentagons and hexagons}} The pentagram map <math>T</math> is the identity on the moduli space of [[w:pentagon|pentagon]]s.{{Sfn|Schwartz|1992|loc=theorem 2.1}}{{Sfn|Clebsch|1871}}{{Sfn|Motzkin|1945}} The second iterate <math>T^2</math> is the identity on the space of labeled [[w:hexagon|hexagon]]s, up to a shift of labeling (see Figure 6).{{Sfn|Schwartz|1992|loc=theorem 2.3}} This phenomenon doesn't generalize to generic polygons with at least seven sides, for which the motion is [[w:Quasiperiodic motion|quasi-periodic]].{{Sfn|Tupan|2022}} ==== Generalization ==== The result about pentagons and hexagons generalizes to some [[w:Pentagram map#Generalizations|higher pentagram maps]] in <math>\mathbb P ^k</math>, for polygons with <math>k+3</math> or <math>2k+2</math> sides. The proof uses a generalization of the [[w:Gale transform|Gale transform]].{{Sfn|Dirdak|2024}} === Poncelet polygons === A polygon is said to be Poncelet{{Efn|The name comes from [[w:Jean-Victor Poncelet|Jean-Victor Poncelet]] and [[w:Poncelet porism|his porism]].{{Sfn|Izosimov|2022a|p=1085}}}} if it is [[w:Inscribed figure|inscribed]] in a [[w:Conic section|conic]] and circumscribed about another one.{{Sfn|Schwartz|2015|loc=|p=433}}{{Efn|In particular, pentagons are Poncelet since [[w:five points determine a conic|five points determine a conic]].{{Sfn|Schwartz|2015|loc=|p=433}}}} For a convex Poncelet <math>n</math>-gon <math>P</math> lying on the [[w:real projective plane|real projective plane]], the polygon <math>T^2(P)</math> is projectively equivalent to <math>P</math>.{{Sfn|Schwartz|2015|loc=theorem 1.1}} In fact, when <math>n</math> is odd, the converse is also true.{{Sfn|Izosimov|2022a|loc=corollary 1.1}} However, this converse statement is no longer true when the polygons are considered over the [[w:complex projective plane|complex projective plane]].{{Sfn|Izosimov|2022a|loc=remark 1.3}} ==Coordinates for the moduli space== === Corner coordinates === [[File:Corner coordinates big.svg|thumb|300x300px|The geometric construction of the points defining the corner invariants.]] Define the [[w:cross-ratio|cross-ratio]] of four [[w:Collinearity|collinear]] points to be : <math> [a,b,c,d]=\frac{(a-b)(c-d)}{(a-c)(b-d)}. </math> The corner invariants are a system of coordinates on the space of twisted polygons, constructed by taking intersections as on Figure 7.{{Sfn|Schwartz|2001|loc=figure 2}} The left and right invariants are respectively defined{{Efn|The ordering of the vertices in the cross-ratios can differ from a paper to another one, which slightly changes the formulas in the following sections.}} as the following cross-ratios: : <math>x_k:=[v_{k-2},v_{k-1},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k}v_{k+1}},\overline{v_{k-2}v_{k-1}}\cap\overline{v_{k+1}v_{k+2}}],</math> : <math>y_k:=[\overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-2}v_{k-1}}, \overline{v_{k+1}v_{k+2}}\cap\overline{v_{k-1}v_{k}},v_{k+1},v_{k+2}].</math> Since the cross-ratio is [[w:Cross-ratio#Projective geometry|projective invariant]], the sequences <math>(x_k)_{k \in \mathbb Z}</math> and <math>(y_k)_{k \in \mathbb Z}</math> associated to a twisted <math>n</math>-gon are <math>n</math> periodic.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=415}} The corner invariants are elements of <math>\mathbb{P}^1\smallsetminus\{0,1,\infty\}</math>, and they realize an [[w:Isomorphism_of_varieties|isomorphism of variety]] between the moduli space of twisted <math>n</math>-gons and <math>(\mathbb{P}^1\smallsetminus\{0,1,\infty\})^{2n}</math>.{{Sfn|Weinreich|2022|loc=theorem 3.6}} ===ab-coordinates=== There is a second set of coordinates for the moduli space of twisted <math>n</math>-gons defined over a [[w:Field (mathematics)|field]] <math>F</math> satisfying <math>\mathrm{SL}_3(F)\cong \mathbb P\mathrm{GL}_3(F)</math>,{{Sfn|Weinreich|2022|loc=remark 3.8}} and such that <math>n</math> is not divisible by <math>3</math>.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=section 4.1}} The vertices <math>v_k</math> in the [[w:projective plane|projective plane]] <math>\mathbb P^2(F)</math> can be [[w:Lift (mathematics)|lifted]] to [[w:Vector space|vectors]] <math>V_k</math> in the [[w:affine space|affine space]] <math>F^3</math> so that each consecutive triple of vectors spans a [[w:parallelepiped|parallelepiped]] having [[w:determinant|determinant]] equal to <math>1</math>. This leads to the relation{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 4.1}} : <math>V_{k+3} = a_k V_{k+2} + b_k V_{k+1} + V_k.</math> This bring out an analogy between twisted polygons and solutions of third order linear [[w:ordinary differential equations|ordinary differential equations]], normalized to have unit [[w:Wronskian|Wronskian]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=remark 6.6}} They are linked to the corner coordinates by:{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=lemma 4.5}} : <math>x_k=\frac{a_{k-2}}{b_{k-2}b_{k-1}},</math> : <math>y_k=-\frac{b_{k-1}}{a_{k-2}a_{k-1}}.</math> ==Formulas on the moduli space== ===As a birational map === The pentagram map is a [[w:birational map|birational map]] on the moduli space, because it can be decomposed as the [[w:Function composition|composition]] of two [[w:Birational geometry|birational]] [[w:Involution (mathematics)|involutions]].{{Sfn|Schwartz|2008|loc=§1.2 The Pentagram Map}} The corner invariants change in the following way:{{Sfn|Ovsienko|Schwartz|loc=lemma 2.4|Tabachnikov|2010}} : <math>x_k'=x_k\frac{1-x_{k-1} y_{k-1}}{1-x_{k+1}y_{k+1}},</math> : <math>y_k'=y_{k+1}\frac{1-x_{k+2} y_{k+2}}{1-x_k y_k}.</math> === The scaling symmetry === The [[w:multiplicative group|multiplicative group]] <math>F\smallsetminus\{0\}</math> [[w:One-parameter group|acts]] on the moduli space in the following way: : <math>R_s\cdot(x_1,\dots,x_n,y_1,\dots,y_n)=(sx_1,\dots,sx_n,s^{-1}y_1,\dots,s^{-1}y_n),</math> where <math>R</math> is called the scaling action and <math>s</math> is the scaling parameter. This action commutes with the pentagram map on the moduli space (as presented in the previous formulas). This property is called the scaling symmetry, and is instrumental in proving the [[w:Pentagram map#Complete integrability|complete integrability]] of the dynamics.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.5}} ==Invariant structures== ===Monodromy invariants=== The monodromy invariants, introduced in {{Harvard citation|Schwartz|2008}}, are a collection of [[w:Function (mathematics)|functions]] on the [[w:moduli space|moduli space]] that are invariant under the pentagram map.{{Sfn|Schwartz|2008|loc=theorem 1.2}} The simplest example of them are :<math> O_n= x_1x_2\cdots x_{n}, \quad E_n = y_1y_2\cdots y_n. </math> The other monodromy invariants can be retrieved through different points of view: through the [[w:Pentagram map#The scaling symmetry|scaling symmetry]], as [[w:Combinatorics|combinatorial]] objects, or as some [[w:determinant|determinant]]s.{{Sfn|Schwartz|Tabachnikov|2011|loc=§2 The Monodromy Invariants}} The one involving scaling symmetry is presented here. Let <math>M\in \mathrm{GL}_3</math> be a [[w:Lift (mathematics)|lift]] of the monodromy of a twisted <math>n</math>-gon. The quantities : <math>\Omega_1=\frac{\operatorname{trace}^3(M)}{\det(M)}, \quad \Omega_2=\frac{\operatorname{trace}^3(M^{-1})}{\det(M^{-1})},</math> are independent of the choice of lift and are invariant under [[w:Matrix similarity|conjugation]], so they are well defined for the projective class of the polygon. They are invariant under the pentagram map, since the monodromy matrix doesn't change.{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} Now, the quantities : <math>\tilde{\Omega}_1=O_n^2E_n\Omega_1, \quad \tilde{\Omega}_2=O_nE_n^2\Omega_2,</math> have the same properties, but turn out to be polynomials in the corner invariants.{{Efn|Some papers consider the cube roots of this functions, but it doesn't change the following definitions of the monodromy invariants.}} They can be written as{{Sfn|Schwartz|Tabachnikov|2011|loc=|p=5}} : <math> \tilde{\Omega}_1=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}O_k\biggr)^3, \quad \tilde{\Omega}_2=\biggl(\sum_{k=0}^{\lfloor n/2\rfloor}E_k\biggr)^3, </math> where each <math>O_k</math> and <math>E_k</math> are [[w:homogeneous polynomial|homogeneous polynomial]]s respectively of weight <math>k</math> and <math>-k</math>,{{Sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=11}} meaning they change under the [[w:Pentagram map#The scaling symmetry|rescaling action]] on variables by{{Sfn|Schwartz|Tabachnikov|2011|p=5}} : <math> R_s(O_k)= s^k O_k, \quad R_s(E_k)= s^{-k} E_k. </math> The quantities <math>O_1,\dots,O_{\lfloor n/2 \rfloor},O_n, E_1,\dots,E_{\lfloor n/2 \rfloor},E_n,</math> are unchanged by the dynamics, and are called the monodromy invariants. Moreover, they are [[w:algebraically independent|algebraically independent]].{{Sfn|Schwartz|2008|loc=theorem 1.2}} ==== Polygons on conics ==== Whenever <math>P</math> is [[w:Inscribed figure|inscribed]] on a [[w:conic section|conic section]], one has <math>O_k(P)=E_k(P)</math> for all <math>k</math>.{{Sfn|Schwartz|Tabachnikov|2011|loc=theorem 1.1}} Moreover, if <math>P</math> is circumscribed about another conic,{{Efn|See the paragraph about [[w:Pentagram map#Poncelet polygons|Poncelet polygons]].}} then its monodromy invariants are characterized by the pair of conics.{{Sfn|Schwartz|2015|loc=theorem 1.2}} For such odd-gons, the translation on the [[w:Jacobian variety|Jacobian variety]]{{Efn|See the paragraph about [[w:Pentagram map#Algebro-geometric integrability|algebraic integrability]].}} is restricted to the [[w:Prym variety|Prym variety]] (which is a half-dimensional torus in the Jacobian).{{Sfn|Izosimov|2016|loc=theorem 1.3}} ===Poisson bracket=== An invariant [[w:Poisson bracket|Poisson bracket]] on the space of twisted polygons was found in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. The monodromy invariants [[w:Poisson bracket#Constants of motion|commute]] with respect to it: <math display="block"> \{O_i,O_j\}=\{O_i,E_j\}=\{E_i,E_j\}=0 </math>for all <math>i,j</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} The Poisson bracket is defined in terms of the corner coordinates by: <math display="block"> \begin{align} \{x_i,x_{i\pm1}\} &= \mp x_i x_{i+1}, \\ \{y_i,y_{i\pm 1}\} &= \mp y_i y_{i+1}, \\ \{x_i,x_j\} &= \{y_i,y_j\} = \{x_i,y_j\} = 0 \end{align}</math>for all other <math> i,j.</math>{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=equation 2.16}} === The spectral curve === Let <math>\zeta</math> be an element of the [[w:multiplicative group|multiplicative group]] and <math>P_\zeta</math> be the polygon obtained by applying the [[w:Pentagram map#The scaling symmetry|rescaling action]] <math>R_\zeta</math> on <math>P</math>. A [[w:Lax matrix|Lax matrix]] <math>\hat{T}(\zeta) \in \mathrm{GL}_3</math> is a lift of the monodromy of <math>P_\zeta</math> satisfying a [[w:Lax pair#Zero-curvature equation|zero-curvature equation]].{{Sfn|Weinreich|2022|loc=§5 The Lax representation}} Then, the spectral function is the [[w:Bivariate polynomial|bivariate]] [[w:characteristic polynomial|characteristic polynomial]] <math display="block"> Q(\lambda,\zeta) := \det(\lambda\operatorname{Id}-\hat{T}(\zeta)),</math>or some renormalization of it. The [[w:spectral curve|spectral curve]] is the [[w:Projective variety#projective completion|projective completion]] of the [[w:Algebraic curve|affine curve]] defined by the equation <math>Q(\lambda,\zeta)=0</math>.{{Sfn|Weinreich|2022|loc=§6. The geometry of the spectral curve}} It is invariant under the pentagram map, and the monodromy invariants appear as the [[w:coefficient|coefficient]]s of <math>Q</math>.{{Sfn|Soloviev|2013|loc=theorem 6.4}} Its [[w:geometric genus|geometric genus]] is <math>n-1</math> if <math>n</math> is odd, and <math>n-2</math> if <math>n</math> is even.{{Sfn|Weinreich|2022|p=|loc=theorem 6.4}} It was first introduced in {{Harv|Soloviev|2013|ps=|p=}} for his proof of [[w:Pentagram map#Algebro-geometric integrability|algebro-geometric integrability]].{{sfn|Soloviev|2013}} ==Complete integrability== The pentagram map on the moduli space has been proved to be a [[w:completely integrable|completely integrable]] [[w:discrete dynamical system|discrete dynamical system]], both in the [[w:Integrable system#Hamiltonian systems and Liouville integrability|Arnold-Liouville]]{{Efn|Over the [[w:real number|real number]]s.}} and the [[w:Integrable system#Complete integrability over the complex numbers|algebro-geometric]]{{Efn|Over [[w:algebraically closed field|algebraically closed field]]s of [[w:Characteristic (algebra)|characteristic]] different from 2.}} senses. In any case, this means that the moduli space is [[w:almost everywhere|almost everywhere]] [[w:Foliation|foliated]] by [[w:Torus#Flat torus|flat tori]] (or in the algebraic setting, [[w:Abelian variety|Abelian varieties]]), where the motion is a [[w:Translation (geometry)|translation]]. This [[w:Generic property|generically]] makes a [[w:quasiperiodic motion|quasiperiodic motion]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2009}} ===Arnold–Liouville integrability=== The proof of the integrability of the pentagram map on a real twisted polygon was achieved in {{Harvard citation|Ovsienko|Schwartz|Tabachnikov|2010}}. This is done by noticing that the monodromy invariants <math>O_n</math> and <math>E_n</math> are [[w:Casimir invariant|Casimir invariant]]s for the bracket, meaning (in this context) that<math display="block"> \{O_n,f\}=\{E_n,f\} = 0 </math>for all functions <math>f</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} When <math>n</math> is even, this is also true for the monodromy invariants <math>O_{\lfloor n/2 \rfloor }</math> and <math>E_{\lfloor n/2 \rfloor }</math>.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 1}} This allows to consider the Casimir [[w:level set|level set]], where each Casimir has a specified value. Because of [[w:Sard's theorem|Sard's theorem]], any generic level set is a [[w:smooth manifold|smooth manifold]].{{Sfn|Schwartz|2017|p=44}} They form a [[w:foliation|foliation]] in [[w:Poisson manifold#Symplectic leaves|symplectic leaves]], on which the Poisson bracket gives rise to a [[w:symplectic form|symplectic form]].{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=corollary 2.13}} Each of these symplectic leaves has an iso-monodromy [[w:foliation|foliation]], namely, a decomposition into the common level sets of the remaining monodromy functions. By using again [[w:Sard's theorem|Sard's theorem]], they are generically [[w:Symplectic manifold#Lagrangian submanifolds|Lagrangian manifolds]].{{Sfn|Schwartz|2017|p=45}} Moreover, they are compact.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§3.3. Compactness of the level sets}} Since the monodromy invariants Poisson-commute and there are enough of them, the discrete [[w:Liouville–Arnold theorem|Liouville–Arnold theorem]] can be applied to prove that the level sets are [[w:Torus#Flat torus|flat tori]] over which the dynamics is a translation.{{sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=412}} ===Algebro-geometric integrability=== In {{Harvard citation|Soloviev|2013}}, it was shown that the pentagram map admits a [[w:Lax representation|Lax representation]] with a spectral parameter, which allows to prove its algebro-geometric integrability. This means that the space of polygons (either twisted or closed) is parametrized by its spectral data, consisting of [[w:Pentagram map#The spectral curve|its spectral curve]], with marked points and a [[w:Divisor (algebraic geometry)|divisor]] given by a [[w:Floquet theory|Floquet]]–[[w:Bloch's theorem|Bloch]] equation. This gives an embedding to the [[w:Jacobian variety|Jacobian variety]] through the [[w:Abel–Jacobi map|Abel–Jacobi map]], where the motion is expressed in terms of translation.{{sfn|Soloviev|2013|loc=theorems A, B and C}} The previously defined Poisson bracket is also retrieved.{{sfn|Soloviev|2013|loc=theorem D}} This integrability was generalized in {{Harvard citation|Weinreich|2022}} from the field of [[w:complex number|complex number]]s to any [[w:algebraically closed field|algebraically closed field]] of [[w:Characteristic (algebra)|characteristic]] different from 2. The translation on a torus is replaced by a translation on an [[w:Abelian variety|Abelian variety]] (in fact, a Jacobian variety again).{{sfn|Weinreich|2022|loc=theorem 1.4}} === Dimension of the invariant manifold === For twisted <math>n</math>-gons, the [[w:dimension|dimension]] of the invariant tori (or Jacobian varieties) is{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|p=421}} : <math>\begin{cases} n-1 & \text{when }n \text{ is odd,}\\ n-2 & \text{when }n \text{ is even.} \end{cases}</math> Moreover, when <math>n</math> is even, there are two isomorphic Jacobians on which the iterates of the pentagram map alternate. But on each of them, the second iterate is a translation.{{Sfn|Weinreich|2022|loc=theorem 1.4}} === For closed polygons === There is no Poisson structure on the space of closed polygons.{{Sfn|Soloviev|2013|loc=corollary 4.1}} Nevertheless, the one from twisted polygons can be used to prove integrability.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|p=2153}} Algebro-geometric integrability holds for closed polygons in a same manner as for the twisted ones.{{Sfn|Soloviev|2013|loc=theorem C}} However, Arnold-Liouville integrability is proved for real closed polygons only when they are convex. This is done by restricting the [[w:Hamiltonian vector field|Hamiltonian vector field]]s of monodromy functions to smaller dimensional tori, and showing that enough of them are still independent.{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=corollary 1.1}} In both situation, the dimension of the invariant manifolds decreases by <math>3</math> for closed <math>n</math>-gons (compared to the twisted case), and is equal to{{Sfn|Soloviev|2013|loc=theorem C}}{{sfn|Ovsienko|Schwartz|Tabachnikov|2013|loc=theorem 1}} :<math>\begin{cases} n-4 & \text{when }n \text{ is odd,}\\ n-5 & \text{when }n \text{ is even.} \end{cases}</math> ==Connections to other topics== ===The Boussinesq equation=== The continuous limit of a convex polygon is a parametrized convex curve in the plane. When the time parameter is suitably chosen, the [[w:Discretization|continuous limit]] of the pentagram map is the classical [[w:Boussinesq approximation (water waves)|Boussinesq equation]]. This equation is a classical example of an [[w:integrable|integrable]] [[w:partial differential equation|partial differential equation]].{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=theorem 5}} Here is a description of the geometric action of the Boussinesq equation. Given a [[w:locally convex|locally convex]] curve <math> C:\mathbb R\to \mathbb R^2 </math> and real numbers <math>x</math> and <math>t</math>, consider the [[w:chord (geometry)|chord]] connecting <math> C(x-t) </math> to <math> C(x+t) </math>. The [[w:Envelope (mathematics)|envelope]] of all these chords is a new curve <math> C_t(x) </math>. When <math>t</math> is extremely small, the curve <math> C_t(x) </math> is a good model for the time <math>t</math> evolution of the original curve <math> C_0(x) </math> under the Boussinesq equation. This construction is also similar to the pentagram map. Moreover, the pentagram invariant bracket is a discretization of a well known invariant Poisson bracket associated to the Boussinesq equation.{{Sfn|Ovsienko|Schwartz|Tabachnikov|2010|loc=§6.4 Discretization}} ===Cluster algebras=== The pentagram map{{Sfn|Glick|2011}} and some of its generalizations{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012}} are identified as special cases of discrete dynamical systems powered by [[w:cluster algebra|cluster algebra]]. This provides a link with the [[w:Poisson–Lie group|Poisson–Lie group]]s, [[w:dimer model|dimer model]]s and other so-called cluster-integrable systems.{{Sfn|Fock|Marshakov|2016}} These methods allow to retrieve the Poisson-bracket and Hamiltonians used to prove complete integrability{{Sfn|Affolter|George|Ramassamy|2025|loc=§5 The pentagram map}} and provide [[w:Lax representation|Lax representation]]s.{{Sfn|Izosimov|2022b}} === Singularity theory === The pentagram map exhibit a property called singularity confinement, which is typical from [[w:integrable system|integrable system]]s.{{Sfn|Grammaticos|Ramani|Papageorgiou|1991}} It states that if a polygon <math>P</math> is [[w:Singular point of an algebraic variety|singular]] for the pentagram map <math>T</math>, then there exists an integer <math>m</math> such that <math>P</math> not singular for the iterate map <math>T^m</math>.{{Sfn|Glick|2012}} Moreover, the pentagram map (along with some of its generalizations and other discrete dynamical systems) exhibit the Devron property.{{Efn|The name comes from an episode of [[w:Star Trek|Star Trek]].{{Sfn|Glick|2015|loc=§1 Introduction}}}} This means that if a polygon <math>P</math> is singular for some iterate of the pentagram map <math>T^m</math>, then it will also be singular for some iterate of the inverse map <math>T^{-m'}</math>.{{Sfn|Glick|2015}} == Generalizations == The definition of twisted polygons still makes sense in any [[w:projective space|projective space]] <math>\mathbb P^d</math>, under the action of the [[w:Projective linear group|projective group]] <math>\mathbb P \mathrm{GL}_{d+1}</math>. The pentagram map can be generalized in many ways, and some of them are presented here. Not all of them are integrable.{{Sfn|Khesin|Soloviev|2015|}} Some are [[w:discretization|discretization]]s of [[w:PDEs|PDEs]] from the [[w:KdV hierarchy|KdV hierarchy]], seen as higher dimensional version of [[w:Boussinesq approximation (water waves)|Boussinesq]] or [[w:Kadomtsev–Petviashvili equation|KP]] equations.{{Sfn|Marí-Beffa|2012}}{{Sfn|Wang|2023}} The description of all generalized pentagram maps in terms of [[w:cluster algebra|cluster algebra]]s is still an open question.{{Sfn|Gekhtman|Izosimov|2025|p=14}} === Polygons in general positions === Let <math>d \geq 2</math> and <math>P</math> be a twisted polygon of <math>\mathbb P^d</math> in [[w:general position|general position]]. ==== Short diagonal pentagram maps ==== The <math>k</math>-th ''short diagonal hyperplane'' <math>H_k^{sh}</math> is uniquely defined by passing through the vertices <math>v_k,v_{k+2},\dots,v_{k+2d-2}</math>. [[w:Generic property#In algebraic geometry|Generically]], the intersection of <math>d</math> consecutive hyperplanes uniquely defines a new point : <math>T_{sh}v_k:=H_k^{sh}\cap H_{k+1}^{sh}\cap \dots \cap H_{k+d-1}^{sh}.</math> Doing this for every vertex defines a new twisted polygon. This map, denoted by <math>T_{sh}</math>, is again projectively equivariant.{{Sfn|Khesin|Soloviev|2013}} ==== Generalized pentagram maps ==== The previous procedure can be generalized. Let <math>I=(i_1,\dots,i_{d-1}),~J=(j_1,\dots,j_{d-1})</math> be two sets of integers, respectively called the jump tuple and the intersection tuple. Define the <math>k</math>-th hyperplane <math>H_k^I</math> to be passing through the vertices <math>v_k,v_{k+i_1},\dots,v_{k+i_1+\dots+i_{d-1}}</math>. A new point is given by the intersection : <math>T_{I,J}v_k:=H_k^I \cap H_{k+j_1}^I \cap \dots \cap H_{k+j_1+\dots +j_{d-1}}^I.</math> The map <math>T_{I,J}</math> is called a generalized pentagram map.{{Sfn|Khesin|Soloviev|2015a}} The original pentagram map is recovered by considering<math>d=2,~I=(2),~J=(1)</math>. Integrability can be numerically tested by picking a random polygon <math>P</math> with [[wikipedia:Rational_point|rational coordinates]] and studying the growth rate of the [[wikipedia:Height_function|height]] of its iterates. This is called the [[wikipedia:Integrable_system#Diophantine_integrability|diophantine integrability]] test, and some generalized pentagram maps don't seem to pass it.{{Sfn|Khesin|Soloviev|2015a|loc=§5 and §6}} However, it is conjectured that the maps <math>T_{I,I}</math> are integrable for any <math>I</math>.{{Sfn|Bolsinov|Matveev|Miranda|Tabachnikov|2018|loc=conjecture 4.13 (B. Khesin, F. Soloviev)}} Some of these maps are [[w:discretization|discretization]]s of higher dimensional counterpart of the [[w:Boussinesq approximation (water waves)|Boussinesq equation]] in the [[w:KdV hierarchy|KdV hierarchy]].{{Sfn|Khesin|Soloviev|2015b|loc=theorem 4.1}}{{Sfn|Izosimov|2022b|loc=theorem 4.1}} ==== Dented pentagram maps ==== Fix an integer <math>m\in \{1,\dots ,d-1\}</math>. Consider the jump tuple <math>I_m:=(1,\dots,1,2,1,\dots,1)</math>, where the <math>2</math> is at the <math>m</math>-th place, and the intersection tuple <math>J:=(1,\dots,1)</math>. The dented pentagram map is <math>T_m :=T_{I_m,J}</math>. They are proved to be integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 2.14}} For an integer <math>p \geq 2</math>, the deep dented pentagram map (of depth <math>p</math>) <math>T_m^p</math> is the same map as before, but the number <math>2</math> in the definition of <math>I_m</math> is replaced by <math>p</math>. This kind of pentagram maps are again integrable.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 6.2}} === Corrugated polygons === A twisted polygon <math>P</math> lying in <math>\mathbb P^d</math> is said to be corrugated if for any <math>k\in \mathbb Z</math>, the vertices <math>v_k,v_{k+1},v_{k+d},v_{k+d+1}</math> span a projective two-dimensional plane. Such polygons are not in [[w:general position|general position]]. A new point is defined by : <math>T_\text{cor}v_k:=\overline{v_k v_{k+d}}\cap \overline{v_{k+1} v_{k+d+1}}.</math> The map <math>T_\text{cor}</math> yields a new corrugated polygon. They are [[w:Integrable system#Hamiltonian systems and Liouville integrability|completely Liouville-integrable]].{{Sfn|Gekhtman|Shapiro|Tabachnikov|Vainshtein|2012|loc=theorem 4.4}} In fact, they can be retrieved as some dented pentagram map applied on corrugated polygons.{{Sfn|Khesin|Soloviev|2015b|loc=theorem 5.3}} === Grassmannian polygons === Let <math>d \geq 3, m \geq 1</math> be integers. The pentagram map can also be generalized to the [[w:Grassmannian|Grassmannian]] space <math>\mathrm{Gr}(m,md)</math>, which consists of <math>m</math>-[[w:Dimension (vector space)|dimensional]] [[w:linear subspace|linear subspace]]s of an <math>md</math>-dimensional [[w:vector space|vector space]]. When <math>m=1</math>, the linear subspaces are [[w:Vector space#vector line|lines]], which retrieves the definition of [[w:projective space|projective space]]s <math>\mathbb P^d</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} A point <math>v\in\operatorname{Gr}(m,md)</math> is represented by an <math>m \times md</math> matrix <math>X_v</math> such that its columns form a [[w:Basis (linear algebra)|basis]] of <math>v</math>. Consider the diagonal [[w:Group action|action]] of the [[w:general linear group|general linear group]] <math>\mathrm{GL}_{md}</math> on each column of <math>X_v</math>. This defines an action on the Grassmannian, even though it's not [[w:Faithful action|faithful]].{{Efn|Because there can be many lifts for <math>v</math>, and because some matrices act trivially.}} Hence, the polygons of <math>\mathrm{Gr}(m,md)</math> and their moduli spaces are defined as before, after the change of underlying group.{{Sfn|Felipe|Marí-Beffa|2019|loc=§2 definitions and notations}} Depending on the parity of <math>d</math>, one can define linear subspaces spanned by some <math>X_{v_k}</math>'s such that taking their intersection generically defines a new point <math>v\in\mathrm{Gr}(m,md)</math>.{{Sfn|Felipe|Marí-Beffa|2019|loc=sections 4 and 5}} This generalization of the pentagram map is integrable in a [[w:noncommutative|noncommutative]] sense.{{Sfn|Ovenhouse|2020}} === Over rings === The pentagram map admits a generalization by considering [[w:Projective space#Generalizations|projective planes]] over [[w:stably finite ring|stably finite ring]]s, instead of [[w:Field (mathematics)|field]]s. In particular, this retrieves the pentagram map over Grassmanians. Again, it admits a [[w:Lax representation|Lax representation]].{{Sfn|Hand|Izosimov|2025}} == References == {{reflist|25em}} ===Notes=== {{notelist}} ==Works cited== *{{Cite journal |ref=harv |title=The Limit Point of the Pentagram Map and Infinitesimal Monodromy |url=https://academic.oup.com/imrn/article/2022/7/5383/5911460 |journal=International Mathematics Research Notices |date=2022-03-23 |issn=1073-7928 |pages=5383–5397 |volume=2022 |issue=7 |doi=10.1093/imrn/rnaa258 |language=en |first1=Quinton |last1=Aboud |first2=Anton |last2=Izosimov}} *{{Cite journal|ref=harv |title=Integrable Dynamics in Projective Geometry via Dimers and Triple Crossing Diagram Maps on the Cylinder|journal=Symmetry, Integrability and Geometry: Methods and Applications|date=2025-06-03|issn=1815-0659|doi=10.3842/sigma.2025.040|first1=Niklas Christoph|last1=Affolter|first2=Terrence|last2=George|first3=Sanjay|last3=Ramassamy}} *{{Cite journal |ref=harv |last=Berger |first=Marcel |author-link=w:Marcel Berger 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|title=Pentagram-Type Maps and the Discrete KP Equation|url=https://link.springer.com/10.1007/s00332-023-09961-7|journal=Journal of Nonlinear Science|date=2023|issn=0938-8974|volume=33|issue=6|doi=10.1007/s00332-023-09961-7|language=en|first=Bao|last=Wang |article-number=101 |bibcode=2023JNS....33..101W }} *{{Cite journal |ref=harv |title=The algebraic dynamics of the pentagram map |journal=Ergodic Theory and Dynamical Systems |date=2022-11-25 |issn=0143-3857 |pages=3460–3505 |volume=43 |issue=10 |doi=10.1017/etds.2022.82 |first=Max H. |last=Weinreich}} hrj8pwlhq2llhmqfm41gfkdijisgbfd 1 328020 2812783 2794173 2026-06-04T15:43:39Z Jeanne Noiraud 1366702 /* Ontology, categories and social sciences */ new section 2812783 wikitext text/x-wiki == Link to Python script generating the == This script generated the table https://gist.github.com/fnielsen/70069b61da9f7eb09b721e4d82b63710 [[User:Fnielsen|Fnielsen]] ([[User talk:Fnielsen|discuss]] • [[Special:Contributions/Fnielsen|contribs]]) 22:40, 27 February 2026 (UTC) == Ontology, categories and social sciences == Summary of a discussion with @[[User:Solstag|Solstag]] : - Science and technology studies developped by Callon and Latour invite to observe the social world without predefined categories in mind and to allow categories to emerge in a non-rigid way. Wikidata allows for such flexible ontology and category building. As for what is the ideal ontology, it does not have to be static, the ontology should stay connected to research practices. - When we do qualitative research (what is called "coding") we build categories to build our own perspective on our data. We rarely consider that what we do is building a database of data, concepts, categories and relations between them. However, it can be meaningful to share this database with others to help them build their own perspective. [[User:Jeanne Noiraud|Jeanne Noiraud]] ([[User talk:Jeanne Noiraud|discuss]] • [[Special:Contributions/Jeanne Noiraud|contribs]]) 15:43, 4 June 2026 (UTC) rrxixllto40jcrsw53phwox5yov9alg 1 329659 2812794 2812603 2026-06-04T22:28:39Z OhanaUnited 18921 /* Editorial comments */ add 2812794 wikitext text/x-wiki == Editorial comments == {{editor's comments |date=28 May 2026 |Q=Q99632752 |text= Background: line 4 "the scientific contents" to "the scientific content". Conclusion: "Wikidata as a database as an analytical tool" to "Wikidata as a database and analytical tool" Acknowledgements: "funding of a grants since" to "funding of grants since". References: these need dates 2. (December 2023) 15. (2012) 24. (August 2002) In the Introduction line 1: "(in spanish," to "(in Spanish,", line 2: "a group of wikimedians" to "a group of Wikimedians" and paragraph 2 last line: "on the subject, Scholia for data analysis" to "on the subject, Scholia[5] for data analysis". In Methodology paragraph 3 line 3 Note 3 "about argentine academic journals" to "about Argentine academic journals". In Methodology paragraph 4 line 7 "Argentine Patagonian coast" (wich label" to "Argentine Patagonian coast" (which label" and line 32: "label in spanish is" to "label in Spanish is". Discussion paragraph 8 line 3 "in the last decades there are an increase" to "in the last decades there is an increase" and line 9 "one in wich these kind of publications are" to "one in which the kind of publications are". Final remarks first paragraph line 4 "wich regard" to "which regard". Discussion paragraph 8 line 9 change "one in which the kind of publications are" to "one in which the kinds of publications are". }} ==Community comments== This work offers a comprehensive approach to the main historical trends in archaeological research on the Argentine Patagonian coast. In this sense, the study is very thorough, considering virtually all publications on the subject within a historiographical perspective focused on the development of archaeology in Argentina. A progressive development of the discipline is observed in diachronic terms. By uploading the information to Wikidata, creating an open database, the researchers identified trends based on different aspects, such as the topics addressed, geographical variations, and the representation of authors. Within this framework, for example, from the year 2000 onward, they recognize a process of consolidation and maturation of research in the archaeology of the continental Patagonian coast, which they correctly correlate with the implementation of expansionary policies that favored the development of Argentine science at both the national and international levels. On the other hand, and in contrast, it is also important to note that these findings highlight a significant decrease in the number of publications related to this topic in recent years. This correlates with the current situation of marked reductions in science funding in Argentina, with all the repercussions this has for research groups. As they rightly point out, this is a scenario in which a deliberate policy is resulting in a kind of "scientific genocide" that impacts all levels of the scientific system. The manuscript can be published without modifications.--[[User:Paconicet|Paconicet]] ([[User talk:Paconicet|discuss]] • [[Special:Contributions/Paconicet|contribs]]) 17:19, 2 June 2026 (UTC) ==Peer review 1== Editor's note: The comment was provided in Spanish. Author (FMA) confirmed that they can read Spanish and able to accept reviewer comments in Spanish. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 23:24, 1 June 2026 (UTC) {{review |reviewer = Romina C. Vazquez |Q = Q106576509 |affiliation=Instituto de Investigación en Paleobiología y Geología, Universidad Nacional de Río Negro, Argentina |link = |date = 28 May 2026 |pdf = Wikidata Argentine Patagonian coast - Romina Vazquez peer review comments.pdf |text = }} fvrb07mxo4f15vyov6oz4ihcyjg1dok 2812796 2812794 2026-06-04T22:33:36Z OhanaUnited 18921 identity confirmed, marking it as peer review #2 2812796 wikitext text/x-wiki == Editorial comments == {{editor's comments |date=28 May 2026 |Q=Q99632752 |text= Background: line 4 "the scientific contents" to "the scientific content". Conclusion: "Wikidata as a database as an analytical tool" to "Wikidata as a database and analytical tool" Acknowledgements: "funding of a grants since" to "funding of grants since". References: these need dates 2. (December 2023) 15. (2012) 24. (August 2002) In the Introduction line 1: "(in spanish," to "(in Spanish,", line 2: "a group of wikimedians" to "a group of Wikimedians" and paragraph 2 last line: "on the subject, Scholia for data analysis" to "on the subject, Scholia[5] for data analysis". In Methodology paragraph 3 line 3 Note 3 "about argentine academic journals" to "about Argentine academic journals". In Methodology paragraph 4 line 7 "Argentine Patagonian coast" (wich label" to "Argentine Patagonian coast" (which label" and line 32: "label in spanish is" to "label in Spanish is". Discussion paragraph 8 line 3 "in the last decades there are an increase" to "in the last decades there is an increase" and line 9 "one in wich these kind of publications are" to "one in which the kind of publications are". Final remarks first paragraph line 4 "wich regard" to "which regard". Discussion paragraph 8 line 9 change "one in which the kind of publications are" to "one in which the kinds of publications are". }} ==Peer review 1== Editor's note: The comment was provided in Spanish. Author (FMA) confirmed that they can read Spanish and able to accept reviewer comments in Spanish. [[User:OhanaUnited|<b><span style="color: #0000FF;">OhanaUnited</span></b>]][[User talk:OhanaUnited|<b><span style="color: green;">^{Talk page}</span></b>]] 23:24, 1 June 2026 (UTC) {{review |reviewer = Romina C. Vazquez |Q = Q106576509 |affiliation=Instituto de Investigación en Paleobiología y Geología, Universidad Nacional de Río Negro, Argentina |link = |date = 28 May 2026 |pdf = Wikidata Argentine Patagonian coast - Romina Vazquez peer review comments.pdf |text = }} ==Peer review 2== This work offers a comprehensive approach to the main historical trends in archaeological research on the Argentine Patagonian coast. In this sense, the study is very thorough, considering virtually all publications on the subject within a historiographical perspective focused on the development of archaeology in Argentina. A progressive development of the discipline is observed in diachronic terms. By uploading the information to Wikidata, creating an open database, the researchers identified trends based on different aspects, such as the topics addressed, geographical variations, and the representation of authors. Within this framework, for example, from the year 2000 onward, they recognize a process of consolidation and maturation of research in the archaeology of the continental Patagonian coast, which they correctly correlate with the implementation of expansionary policies that favored the development of Argentine science at both the national and international levels. On the other hand, and in contrast, it is also important to note that these findings highlight a significant decrease in the number of publications related to this topic in recent years. This correlates with the current situation of marked reductions in science funding in Argentina, with all the repercussions this has for research groups. As they rightly point out, this is a scenario in which a deliberate policy is resulting in a kind of "scientific genocide" that impacts all levels of the scientific system. The manuscript can be published without modifications.--[[User:Paconicet|Paconicet]] ([[User talk:Paconicet|discuss]] • [[Special:Contributions/Paconicet|contribs]]) 17:19, 2 June 2026 (UTC) odutllnfi22g4f28u04e17qc5w3olts 4 329789 2812762 2811462 2026-06-04T12:41:41Z Atcovi 276019 expand 2812762 wikitext text/x-wiki Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] rs2c3w8pj9d1x1a8j27t1ddgck6t6yp 2812763 2812762 2026-06-04T12:45:23Z Atcovi 276019 {{proposal}} 2812763 wikitext text/x-wiki {{proposal}} Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] kxkyskwkgjaat66xpb1krcckimxvhum 2812764 2812763 2026-06-04T12:55:54Z Atcovi 276019 Atcovi moved page [[User:Atcovi/Wikiversity:Pseudoscience]] to [[Wikiversity:Original research and scholarly standards]]: moving to Wikiversity space as a draft proposal 2812763 wikitext text/x-wiki {{proposal}} Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] kxkyskwkgjaat66xpb1krcckimxvhum 2812766 2812764 2026-06-04T12:57:09Z Atcovi 276019 current idea 2812766 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 4seeuycpth5sp1ke6tujpuwsz6sfxcg 2812767 2812766 2026-06-04T12:58:32Z Atcovi 276019 another term 2812767 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] pi416rdaxmcuhez3jdfvmrx74adccho 2812771 2812767 2026-06-04T13:03:43Z Atcovi 276019 link: [[Wikiversity:Learning by doing]] 2812771 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever is applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 0h1v6h46dz5a0763ayz8s0fx20zaowb 2812773 2812771 2026-06-04T13:06:04Z Atcovi 276019 fix 2812773 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 2ua9eydvqhzihrvo0fbubexscb5d188 2812774 2812773 2026-06-04T13:06:31Z Atcovi 276019 rewording 2812774 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] spejq2k7iof7p0lzovujiham73bmqnx 2812776 2812774 2026-06-04T13:18:38Z Atcovi 276019 forgot to include where i got this from --> [[Wikiversity:Scope]] 2812776 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 991qdxhafq4xm97kubghkyonza8a651 2812791 2812776 2026-06-04T21:15:50Z Atcovi 276019 rewording 2812791 wikitext text/x-wiki {{proposal}} ''Purpose'': Practical examples and explanations of acceptable/unacceptable original research; bridging the gap of all WV pages that detail research, research standards, and commitment to academic learning & growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science, and speculative theories that present themselves as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 7j38wt2ri2wcx33sten80ozmhw2din3 2812811 2812791 2026-06-05T08:46:39Z Jtneill 10242 Improve 1st sentence 2812811 wikitext text/x-wiki {{proposal}} ''Purpose'': Explanation of acceptable/unacceptable original research, bridging the gap of all Wikiversity pages that detail research, research standards, and commitment to academic learning and growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science, and speculative theories that present themselves as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] mcirczyo6sdc5mhvqpdnp7wl4dqbzom 2812812 2812811 2026-06-05T08:49:56Z Jtneill 10242 {{merge|Original research}} 2812812 wikitext text/x-wiki {{merge|Original research}} {{proposal}} ''Purpose'': Explanation of acceptable/unacceptable original research, bridging the gap of all Wikiversity pages that detail research, research standards, and commitment to academic learning and growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science, and speculative theories that present themselves as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] fz7yujol9aybk2dby0t8utu7a5ixbts 2812814 2812812 2026-06-05T08:51:39Z Jtneill 10242 2812814 wikitext text/x-wiki {{merge|Wikiversity:Original research}} {{proposal}} ''Purpose'': Explanation of acceptable/unacceptable original research, bridging the gap of all Wikiversity pages that detail research, research standards, and commitment to academic learning and growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science, and speculative theories that present themselves as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] de50nlrcxb2n47sza9nhu7x9a94wzac 2812818 2812814 2026-06-05T11:33:31Z Atcovi 276019 draft notice 2812818 wikitext text/x-wiki {{merge|Wikiversity:Original research}} {{proposal}} {{info|This is a rough draft}} ''Purpose'': Explanation of acceptable/unacceptable original research, bridging the gap of all Wikiversity pages that detail research, research standards, and commitment to academic learning and growth. Wikiversity, as a part of the Wikimedia Foundation, has a commitment to [[Wikiversity:Learning by doing|active]] [[Wikiversity:Learning|learning]] that is in adherence to proper, high-quality research standards. This includes adhering to [[Wikiversity:Research guidelines#Ethics|scholarly ethics]] when conducting and presenting research, which includes: * subjecting research to [[Wikiversity:Peer review|peer review]] and independent verification, whichever and wherever its applicable. * not violating established ethical guidelines * honesty, including transparency, listing objectives, [[Wikiversity:Verifiability|citing reliable sources]], and making note of any [[Wikiversity:Disclosures|notable disclosures]]. See [[Wikiversity:Research_process#What_are_research_ethics?]] for more research ethics that editors should strive for. Wikiversity, as part of its [[Wikiversity:What is Wikiversity?|aims]], encourages "learning by doing", or [[Wikiversity:Developing Wikiversity through action research|through active research]]. Unlike its counterpart, [[Wikiversity:Wikipedia|Wikipedia]], Wikiversity allows [[Wikiversity:Original research|original research.]] Briefly, original research examples include: # Conducting an experiment testing the waterproofability of three brand wallets. # [[Help:Lab reports|Lab reports]] conducted in a scientific venue, such as [[Help:Assignment|class assignments]]. See examples of lab reports in this category: [[:Category:Lab reports]]. # Academic essays as part of homework assignments. See examples of essays here: [[:Category:Essays]]. While Wikiversity enjoys the benefit of flexibility, Wikiversity strives to avoid content that promotes severe deviations from mainstream science, and speculative theories that present themselves as established science without proper contextualization/disclosure (such as the promotion of [[wikipedia:Fringe_theory|fringe theories]] or [[wikipedia:Pseudoscience|pseudoscience]]). Such content harms not only the reputation of Wikiversity but also the ability of viewers and collaborators to properly engage and foster a learning environment<ref>''Using Wikiversity as an academic discussion forum may help share ideas that may promote research and learning.'' - [[Wikiversity:What_is_Wikiversity?#Wikiversity_for_sharing_materials,_ideas,_community]]</ref>. Original research '''must''' be presented in a way that readers can understand that the authors are presenting new ideas that are in accordance with scientific practices, including honest disclosures (including NPOV), distinction between speculation and established knowledge, and invitation of peer review (through the [[Template:To be peer reviewed|to be peer reviewed]] template; though this does not serve as a "green light" for fringe research)<ref>would require changing [[Wikiversity:Original research]] requirements.</ref>. Research that deviates from standard scientific practices includes presenting scientific theories without reliable sources backing it up, uses or manipulates scientific terminology, makes extreme claims, or does not provide a clear learning structure revolving around [[Wikiversity:Research collaboration|collaborative learning]]. Pages that fail to meet these requirements may be moved to userspace/draft, require cleanup notices, or be heavily rewritten as they do not meet Wikiversity's [[Wikiversity:Scope|scope]]<ref>''Wikiversity offers a collaborative environment for the creation, sharing, and discussion of [[open educational resources]], [[open research]] and [[open academia]].'' ([[Wikiversity:Scope]]) - derived from this.</ref>. The essential rule is to be honest with your readers and to contextualize the learning resource you are presenting so viewers can extract as much learning value from your resource as possible. == Guidelines/Checklist == == See also == '''Wikiversity Space Links''' * [[Wikiversity:Scope]] * [[Wikiversity:Original research]] (proposed policy) * [[Wikiversity:Research]] * [[Wikiversity:Research process]] ** [[Wikiversity:Research_process#What_are_research_ethics?]] * [[Wikiversity:Scholarly ethics]] * [[Wikiversity:Peer review]] ** [[Wikiversity:Peer review verification]] * [[Wikiversity:Scope of research]] * [[Wikiversity:POV]] * [[Wikiversity:What is Wikiversity?]] * [[Wikiversity:What Wikiversity is not]] '''Pseudoscience/Fringe Theories''' * [[wikipedia:Pseudoscience]] * [[wikipedia:Wikipedia:Fringe_theories_for_dummies|Wikipedia:Fringe theories for dummies]] * [[Wikipedia:Wikipedia:Fringe_theories#Pseudoscience]] == Notes == <references /> [[Category:Atcovi's Work]] 79zlj5zo4nyrxsh0viuxseawn493q5a 0 329817 2812793 2812495 2026-06-04T21:59:49Z DavidMCEddy 218607 chk 2812793 wikitext text/x-wiki :''This discusses a 2026-05-28 interview with [[w:Nolan Higdon|Nolan Higdon]] about critical media literacy, including a video and 29:00 mm:ss podcast excerpted from the interview. The podcast will be released 2026-06-13 to the fortnightly "Media & Democracy" show<ref name=M&D><!--Media & Democracy-->{{cite Q|Q127839818}}</ref> syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]<ref><!--Pacifica Radio Network-->{{cite Q|Q2045587}}</ref> Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].''<ref><!--list of Pacifica Radio stations and affiliates-->{{cite Q|Q6593294}}</ref> :''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV>The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs.</ref> and treating others with respect.''<ref name=AGF>[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|"Don't assume things; be skeptical about everything."]] That's wise. However, we should still treat others with respect while being skeptical.</ref> <!--[[File:Nolan Higdon on critical media literacy.webm|thumb|2026-05-28 interview with Nolan Higdon about critical media literacy.]]--> <!--[[File:Nolan Higdon on critical media literacy.ogg|thumb|29:00 mm:ss excerpts from a 2026-05-38 interview with Nolan Higdon about critical media literacy.]]--> Prolific author and media critic [[w:Nolan Higdon|Nolan Higdon]] discusses his research on problems with the media and what he thinks humans should do to better advance their interests in society. He is interviewed by Spencer Graves.<ref><!--Spencer Graves-->{{cite Q|Q56452480}}</ref> Higdon is a lecturer at [[w:California State University, East Bay|California State University, East Bay]],<ref><!--Nolan Higdon: Lecturer of Communication-->{{cite Q|Q139900214}}</ref> and the [[w:University of California, Santa Cruz|University of California, Santa Cruz]].<ref><!--Nolan Higdon: Lecturer-->{{cite Q|Q139900225}}</ref> He is a prolific researcher, podcaster, contributor to general news outlets, and author, co-author or co-editor of at least eight recent books: * <!--2026-03-09-->''MAGAcademy: How Corporatism Paved the Way for the Hostile Takeover of Higher Ed'' (Higdon 2026). * <!--2024-04-16-->''Transformative practice in critical media literacy : radical democracy and decolonized pedagogy in higher education'' (Gennaro et al. 2024). * <!--2024-03-18-->''Censorship, digital media, and the global crackdown on freedom of expression'' (Andersen et al., eds 2024). * <!--2021-12-29-->''The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism'' (Higdon and Baham 2021). * <!--2020-08-04-->''The Anatomy of Fake News: A Critical News Literacy Education'' (Higdon 2020). * <!--2024-08-02-->''Surveillance Education: Navigating the Conspicuous Absence of Privacy in Schools'' (Higdon and Butler 2024). * <!--2022-02-23-->''Let's agree to disagree : a critical thinking guide to communication, conflict management, and critical media literacy'' (Higdon and Huff 2022). * <!--2022-12-27-->''The media and me : a guide to critical media literacy for young people'' (Project Censored and The Media Revolution Collective 2022). * <!--2019-08-20-->''United States of Distraction: Media Manipulation in Post-Truth America (and what we can do about it)'' (Higdon and Huff 2019). Recent articles: * <!--Nolan Higdon, Allison Butler, Sydney Sullivan, and Tyler Poisson (2025-06-30)-->"Teaching Critical AI Literacy: Tools and Strategies for the Classroom" (Higdon et al. 2025). * <!--Nolan Higdon and Sydney Sullivan (2025)-->"Media literacy in the crosshairs: NATO’s strategic goals and the revival of protectionist pedagogy" (Higdon and Sullivan 2025). * <!--Nolan Higdon (2025-04)-->"DEI in Name Only: Navigating the Gap between the Rhetoric and the Reality of Social Justice in Higher Education" (Higdon 2025-04). * <!--Nolan Higdon (2025-02)-->"Constructive Conflict and Critical Media Literacy" (Higdon 2025-02). == Highlights == == The need for media reform to improve democracy == This article is part of [[:category:Media reform to improve democracy]]. A summary of episodes to 2025-11-15 is available in [[Media & Democracy lessons for the future]]. ==Discussion == :''[Interested readers are invited to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV/> and treating others with respect.<ref name=AGF/>]'' == Notes == {{reflist}} == Bibliography == * <!--Robin Andersen, Nolan Higdon, and Steve Macek, eds. (2024-03-18) Censorship, digital media, and the global crackdown on freedom of expression-->{{cite Q|Q139895926|author=Robin Andersen, Nolan Higdon, and Steve Macek, eds.}} * <!--Steve Gennaro, Nolan Higdon, and Michael Hoechsmann, eds. (2024-04-16) Transformative practice in critical media literacy : radical democracy and decolonized pedagogy in higher education-->{{cite Q|Q139895224|author=Steve Gennaro, Nolan Higdon, and Michael Hoechsmann, eds.}} * <!--Nolan Higdon (2026-03-09) MAGAcademy: How Corporatism Paved the Way for the Hostile Takeover of Higher Ed-->{{cite Q|Q139897231}} * <!--Nolan Higdon (2025-04-21). DEI in Name Only: Navigating the Gap between the Rhetoric and the Reality of Social Justice in Higher Education. Protest, 5(1), 133-143-->{{cite Q|Q139901366|date=2025-04}} * <!--Nolan Higdon (2025-02) "Constructive Conflict and Critical Media Literacy"-->{{cite Q|Q139901481|date=2025-02}} * <!--Nolan Higdon (2020-08-04) The Anatomy of Fake News: A Critical News Literacy Education-->{{cite Q|Q136132835}} * <!--Nolan Higdon and Nicholas L. Baham, III (2021-12-29) The Podcaster's Dilemma: Decolonizing Podcasters in the Era of Surveillance Capitalism-->{{cite Q|Q139896338}} * <!--Nolan Higdon and Allison Butler (2024-08-02) Surveillance Education: Navigating the Conspicuous Absence of Privacy in Schools-->{{cite Q|Q139770479}} * <!--Nolan Higdon, Allison Butler, Sydney Sullivan, and Tyler Poisson (2025-06-30) "Teaching Critical AI Literacy: Tools and Strategies for the Classroom"-->{{cite Q|Q139907412}} * <!--Nolan Higdon and Mickey Huff (2022-02-23) Let's agree to disagree : a critical thinking guide to communication, conflict management, and critical media literacy-->{{cite Q|Q138914107}} * <!--Nolan Higdon and Mickey Huff (2019-08-20) United States of Distraction: Media Manipulation in Post-Truth America (and what we can do about it)-->{{cite Q|Q138919847}} * <!--Nolan Higdon and Sydney Sullivan (2025) Media literacy in the crosshairs: NATO’s strategic goals and the revival of protectionist pedagogy-->{{cite Q|Q139901332}} * <!--Project Censored and The Media Revolution Collective (2022-12-27) The media and me : a guide to critical media literacy for young people-->{{cite Q|Q138912399}} * <!--Sergei A. Samoilenko and Solon J Simmons, eds. (2025-02) The Handbook of Social and Political Conflict-->{{cite Q|Q139901403|author=Sergei A. Samoilenko and Solon J Simmons, eds.}} [[Category:Media]] [[Category:News]] [[Category:Democracy]] [[Category:Politics]] [[Category:Media literacy]] [[Category:Media reform to improve democracy]] <!--list of categories https://en.wikiversity.org/wiki/Wikiversity:Category_Review [[Wikiversity:Category Review]]--> h43ofixvkttkfux5es1sccr80oduxnb 0 329829 2812795 2812638 2026-06-04T22:28:42Z Scogdill 1331941 2812795 wikitext text/x-wiki = The Irish Aristocracy at the End of the 19th Century = == The Irish Peerage == Minus the people who attended the ball, which are in [[Social Victorians/Irish Aristocracy#Irish Aristocrats at the Duchess of Devonshire's 1897 Fancy-dress Ball|this section, below]]. === Dukes and Duchesses === ==== Duke of Leinster ==== Irish peerage * Gerald FitzGerald, 5th Duke of Leinster (16 August 1851 – 1 December 1893)<ref>{{Cite web|url=https://www.thepeerage.com/p1207.htm#i12063|title=Gerald FitzGerald, 5th Duke of Leinster|website=www.thepeerage.com|access-date=2026-05-24}}</ref> * Maurice FitzGerald, 6th Duke of Leinster, 6 years old when he succeeded to the dukedom<ref>{{Cite web|url=https://www.thepeerage.com/p2767.htm#i27667|title=Maurice FitzGerald, 6th Duke of Leinster|website=www.thepeerage.com|access-date=2026-05-24}}</ref> * Subsidiary Titles # Marquess of Kildare (Irish peerage), did not attend the ball. # Earl of Kildare (Irish peerage), did not attend the ball. # Earl of Offaly (Irish peerage) # Viscount Leinster of Taplow (GB peerage) # Baron Offaly (Irish peerage) # Baron Kildare of Kildare (UK peerage) === Marquesses and Marchionesses === ==== Marquess Conyngham<ref>{{Cite journal|date=2026-01-13|title=Marquess Conyngham|url=https://en.wikipedia.org/w/index.php?title=Marquess_Conyngham&oldid=1332742873|journal=Wikipedia|language=en}}</ref> ==== * Did not attend the ball but did attend a number of social events about this time. * Pronounced "''Cunn''ingum."<ref>{{Cite journal|date=2026-01-13|title=Marquess Conyngham|url=https://en.wikipedia.org/w/index.php?title=Marquess_Conyngham&oldid=1332742873|journal=Wikipedia|language=en}}</ref> * Henry Francis Conyngham, 4th Marquess Conyngham (1857–1897)<ref>"Henry Francis Conyngham, 4th Marquess Conyngham." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 7198 https://www.thepeerage.com/p7199.htm#i71982.</ref> * Victor George Henry Francis Conyngham, 5th Marquess Conyngham (1883–1918)<ref>"Victor George Henry Francis Conyngham, 5th Marquess Conyngham." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 7198 https://www.thepeerage.com/p7199.htm#i71983.</ref> * Subsidiary Titles ** Earl of Conyngham ** Viscount Conyngham ** Viscount Mount Charles ==== Marquess of Donegall ==== * Did not attend the ball. * Subsidiary Titles ** Earl of Donegall, did not attend the ball. ** Viscount Chichester — did not attend the ball; some Chichesters attended social events at about this time. ==== Marquess and Marchioness of Downshire ==== * Arthur Wills John Wellington Trumbull Blundell Hill, 6th Marquess of Downshire (2 July 1871 – 29 May 1918) in 1893 married Katherine Mary ("Kitty") Hare (1872–1959)<ref>{{Cite journal|date=2025-02-10|title=Arthur Hill, 6th Marquess of Downshire|url=https://en.wikipedia.org/w/index.php?title=Arthur_Hill,_6th_Marquess_of_Downshire&oldid=1274976272|journal=Wikipedia|language=en}}</ref> * Did not attend the ball. * Subsidiary Titles ** Earl of Hillsborough, did not attend the ball, also not at any social events described so far. ** Viscount Kilwarlin — 6th, Arthur Wills John Wellington Trumbull Hill (31 March 1874 – 29 May 1918)<ref>"Arthur Wills John Wellington Trumbull '''Hill''', 6th Marquess of Downshire." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page #3810 https://www.thepeerage.com/p3811.htm#i38104.</ref> ==== Marquess of Ely ==== * Did not attend the ball, but members of the Loftus family attended a number of social events at about this time. * 4th Marquess: John Henry Wellington Graham Loftus (15 July 1857 – 3 April 1889)<ref>"John Henry Wellington Graham Loftus, 4th Marquess of Ely." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 8545 https://www.thepeerage.com/p8545.htm#i85450.</ref> * 5th Marquess: John Henry Loftus (3 April 1889 – 18 December 1925)<ref>"John Henry Loftus, 5th Marquess of Ely." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 8546 https://www.thepeerage.com/p8546.htm#i85459.</ref> * Subsidiary Titles ** Earl of Ely — did not attend the ball. ** Viscount Loftus ==== Marquess of Sligo ==== * Did not attend the ball, but many people with the surname Browne attended a number of social events at about this time. * Subsidiary Titles ** Earl of Altamont. Did not attend the ball; did not attend any social events analyzed so far. ** Earl of Clanricarde — Did not attend the ball but did attend a few social events about this time. ** Viscount of Westport<ref name=":1">"Index to Viscounts and Viscountesses." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. https://www.thepeerage.com/index_viscount.htm.</ref> *** 5th: George John Browne (26 January 1845 – 30 December 1896), 5th Marquess *** 6th: John Thomas Browne (30 December 1896 – 30 December 1903), 6th Marquess ==== Marquess of Waterford ==== * John Henry de La Poer Beresford, 5th Marquess of Waterford (1844–1895) * Henry de La Poer Beresford, 6th Marquess of Waterford (1875–1911)<ref>{{Cite journal|date=2026-02-10|title=Henry Beresford, 6th Marquess of Waterford|url=https://en.wikipedia.org/w/index.php?title=Henry_Beresford,_6th_Marquess_of_Waterford&oldid=1337565707|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but members of the Beresford family were prominent socially at about this time. * Subsidiary Titles ** Viscount Tyrone === Earls and Countesses === ==== Earl of Annesley ==== * Did not attend the ball but did attend a number of social events in the 1890s. * Subsidiary Title ** Viscount Glerawly<ref name=":1" />: 6th: Hugh Annesley (10 August 1874 – 15 December 1908), 6th Earl of Annesley ==== Earl of Bessborough ==== * Frederick George Brabazon Ponsonby, 6th Earl of Bessborough (1815–1895) * Walter William Brabazon Ponsonby, 7th Earl of Bessborough (1821–1906), would have been Viscount Duncannon 1880–1895 * Edward Ponsonby, 8th Earl of Bessborough (1851–1920), would have been Viscount Duncannon 1895–1906 * Did not attend the ball, but the [[Social Victorians/People/Ponsonby|Ponsonby]] family attended many social events at about this time, including mention of Lady Duncannon's school that taught fabric arts. * Subsidiary Titles ** Viscount Duncannon ==== Earl of Caledon ==== * Did not attend the ball but did attend a number of social events about this time. * James Alexander, 4th Earl of Caledon (1846–1898)<ref>{{Cite journal|date=2025-11-21|title=James Alexander, 4th Earl of Caledon|url=https://en.wikipedia.org/w/index.php?title=James_Alexander,_4th_Earl_of_Caledon&oldid=1323312651|journal=Wikipedia|language=en}}</ref> * Eric James Desmond Alexander, 5th Earl of Caledon (1885–1968), succeeded as earl in 1898.<ref>{{Cite journal|date=2025-11-21|title=Eric Alexander, 5th Earl of Caledon|url=https://en.wikipedia.org/w/index.php?title=Eric_Alexander,_5th_Earl_of_Caledon&oldid=1323313583|journal=Wikipedia|language=en}}</ref> * Subsidiary Title ** Viscount Caledon ==== Earl of Carrick ==== * Did not attend the ball. ==== Earl Castle Stewart ==== * Did not attend the ball. * 5th Earl: Henry James Stuart-Richardson (12 September 1874 – 5 June 1914)<ref>"Henry James Stuart-Richardson, 5th Earl Castle Stewart." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 2412 https://www.thepeerage.com/p12413.htm#i124125.</ref> * Subsidiary Title ** Viscount Castle Stewart ==== Earl of Cavan ==== * Did not attend the ball. ==== Earl of Clancarty ==== * Did not attend the ball and attended few social events researched so far. * Richard Somerset Le Poer Trench, 4th Earl of Clancarty (1834–1891)<ref>{{Cite journal|date=2026-01-10|title=Richard Trench, 4th Earl of Clancarty|url=https://en.wikipedia.org/w/index.php?title=Richard_Trench,_4th_Earl_of_Clancarty&oldid=1332219771|journal=Wikipedia|language=en}}</ref> * William Frederick Le Poer Trench, 5th Earl of Clancarty (1868–1929)<ref>{{Cite journal|date=2025-11-05|title=William Trench, 5th Earl of Clancarty|url=https://en.wikipedia.org/w/index.php?title=William_Trench,_5th_Earl_of_Clancarty&oldid=1320532351|journal=Wikipedia|language=en}}</ref> * Subsidiary Title ** Viscount Dunlo ==== [[Social Victorians/People/Clanwilliam|Earl and Countess of Clanwilliam]] ==== * Did not attend the ball. * Subsidiary Title ** Viscount Clanwilliam<ref name=":1" />: 4th: Richard James Meade (7 October 1879 – 4 August 1907), 4th Earl ==== Earl of Cork, Earl of Orrery ==== * Cork and Orrery, did attend the ball. ==== Earl of Courtown ==== * Did not attend the ball. ==== Earl of Darnley ==== * John Bligh, 6th Earl of Darnley (1827–1896), British<ref>{{Cite journal|date=2026-02-07|title=John Bligh, 6th Earl of Darnley|url=https://en.wikipedia.org/w/index.php?title=John_Bligh,_6th_Earl_of_Darnley&oldid=1337113925|journal=Wikipedia|language=en}}</ref> * Edward Bligh, 7th Earl of Darnley (1851–1900), Lord Clifton much of his adult life, "English"<ref>{{Cite journal|date=2026-05-05|title=Edward Bligh, 7th Earl of Darnley|url=https://en.wikipedia.org/w/index.php?title=Edward_Bligh,_7th_Earl_of_Darnley&oldid=1352607379|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but the Bligh family attended some social events from about this time. * Subsidiary Titles: ** Viscount Darnley ==== Earl of Desmond ==== * Did not attend the ball. ==== [[Social Victorians/People/Donoughmore|Earl of Donoughmore]] ==== * Did not attend the ball but did attend a number of social events about this time. * John Luke George Hely-Hutchinson, 5th Earl of Donoughmore (1848–1900)<ref>{{Cite journal|date=2025-05-01|title=John Hely-Hutchinson, 5th Earl of Donoughmore|url=https://en.wikipedia.org/w/index.php?title=John_Hely-Hutchinson,_5th_Earl_of_Donoughmore&oldid=1288332715|journal=Wikipedia|language=en}}</ref> * Subsidiary Title ** Viscount Donoughmore ==== Earl of Drogheda ==== * Did not attend the ball. * Subsidiary Titles ** Viscount Moore — no evidence of the Viscount or Viscountess Moore at social events at about this time. ==== Earl of Granard ==== * Did not attend the ball. * Bernard Arthur William Patrick Hastings Forbes, 8th Earl of Granard (17 September 1874 – 10 September 1948)[https://en.wikipedia.org/wiki/Bernard_Forbes,_8th_Earl_of_Granard] * Anglo-Irish * Subsidiary Titles ** Bernard Arthur William Patrick Hastings Forbes, styled Viscount Forbes from 1874 to 1889 ==== Earl of Kingston ==== * Did not attend the ball. * Subsidiary Title ** Viscount Kingsborough (of Viscount Kingston of Kingborough, co. Sligo)<ref name=":1" /> *** 8th: Henry Newcomen King-Tenison (21 June 1871 – 13 January 1896) *** 9th: Henry Edwyn King-Tenison (13 January 1896 – 11 January 1946) **Viscount Lorton ==== Earl of Lisburne ==== * Did not attend the ball. * Ernest Augustus Malet Vaughan, 5th Earl of Lisburne (1836–1888)<ref>{{Cite journal|date=2025-12-03|title=Ernest Augustus Malet Vaughan, 5th Earl of Lisburne|url=https://en.wikipedia.org/w/index.php?title=Ernest_Augustus_Malet_Vaughan,_5th_Earl_of_Lisburne&oldid=1325511612|journal=Wikipedia|language=en}}</ref> ** Owned a lot of land in Cardiganshire, Wales ** Conservative, but withdrew from politics * George Henry Arthur Vaughan, 6th Earl of Lisburne (1862–1899) * Ernest Edmund Henry Malet Vaughan, 7th Earl of Lisburne (1892–1965) ** Welsh nobleman, of Trawsgoed, Cardiganshire. 7 years old when he succeeded to the earldom ==== Earl of Longford ==== * Did not attend the ball. ==== Earl and Countess of Meath ==== * Did not attend the ball. ==== Earl of Mexborough ==== * Did not attend the ball ==== Earl of Mornington ==== * Subsidiary title of the Duke of Wellington (in the peerage of the UK). ==== Earl of Normanton ==== * Did not attend the ball, but did attend some social events in the 1880s and 1890s. * James Charles Herbert Welbore Ellis Agar, 3rd Earl of Normanton (1818–1896)<ref>{{Cite journal|date=2025-10-06|title=James Agar, 3rd Earl of Normanton|url=https://en.wikipedia.org/w/index.php?title=James_Agar,_3rd_Earl_of_Normanton&oldid=1315461436|journal=Wikipedia|language=en}}</ref> * Sidney James Agar, 4th Earl of Normanton (1865–1933)<ref>{{Cite journal|date=2026-05-19|title=Sidney James Agar, 4th Earl of Normanton|url=https://en.wikipedia.org/w/index.php?title=Sidney_James_Agar,_4th_Earl_of_Normanton&oldid=1355064165|journal=Wikipedia|language=en}}</ref> * Subsidiary Title ** Viscount Somerton ==== Earl of Portarlington ==== * Did not attend the ball. Members of this family attended a few social events at about this time. * Subsidiary Title ** Viscount Carlow<ref name=":1" /> *** 5th: Lionel Seymour William Dawson-Damer (1 March 1889 – 17 December 1892), Earl of Portarlington *** 6th: Lionel George Henry Seymour Dawson-Damer (17 December 1892 – 31 August 1900) ==== Earl of Roden ==== * Did not attend the ball. * Subsidiary Title ** Viscount Jocelyn<ref name=":1" /> *** 6th: John Strange Jocelyn (9 January 1880 – 3 July 1897) *** 7th: William Henry Jocelyn (3 July 1897 – 23 January 1910) ==== Earl of Shannon ==== * Did not attend the ball. ==== Earl of Shelburne ==== * Subsidiary title of the Marquess of Lansdowne (in the peerage of Great Britain). * Did not attend the ball, and did not attend any social events analyzed so far. ==== Earl of Tyrone ==== * Did not attend ==== Earl of Waterford ==== * Not a subsidiary title of the Marquess of Waterford but of the Earl of Shrewsbury in the peerage of England. ==== Earl of Westmeath ==== * Did not attend the ball. ==== Earl of Winterton ==== * Did not attend the ball. === Viscounts and Viscountesses === ==== Viscount Ashbrook ==== * William Spencer Flower, 7th Viscount Ashbrook (1830–1906)<ref>{{Cite journal|date=2025-12-01|title=Viscount Ashbrook|url=https://en.wikipedia.org/w/index.php?title=Viscount_Ashbrook&oldid=1325071512|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, has no social presence at about this time. ==== Viscount Banger ==== * Did not attend the ball but attended a few social events at about this time. * Edward Ward, 4th Viscount Bangor (1827–1881)<ref>{{Cite journal|date=2026-03-16|title=Edward Ward, 4th Viscount Bangor|url=https://en.wikipedia.org/w/index.php?title=Edward_Ward,_4th_Viscount_Bangor&oldid=1343882576|journal=Wikipedia|language=en}}</ref> * Henry William Crosbie Ward, 5th Viscount Bangor (1828–1911)<ref>{{Cite journal|date=2026-03-02|title=Henry Ward, 5th Viscount Bangor|url=https://en.wikipedia.org/w/index.php?title=Henry_Ward,_5th_Viscount_Bangor&oldid=1341354058|journal=Wikipedia|language=en}}</ref> ==== Viscount Boyne ==== * Did not attend the ball, but did attend a number of events at about this time. ==== Viscount Callan ==== * Did not attend the ball, and does not have much if any social presence at about this time. * The Viscount Callan is a subsidiary title of the Earl of Denbigh in the Peerage of England. ==== Viscount Charlemont ==== * Did not attend the ball. * Colonel James Alfred Caulfeild, 7th Viscount Charlemont (20 March 1830 – 4 July 1913), Irish<ref>{{Cite journal|date=2026-05-02|title=James Caulfeild, 7th Viscount Charlemont|url=https://en.wikipedia.org/w/index.php?title=James_Caulfeild,_7th_Viscount_Charlemont&oldid=1352129469|journal=Wikipedia|language=en}}</ref> * Unionist ==== Viscount Chetwynd ==== * Does not seem to have attended the ball, but Chetwynds were socially very active at about this time. * Godfrey John Boyle Chetwynd, 8th Viscount Chetwynd (1863–1936), British<ref>{{Cite journal|date=2026-05-24|title=Godfrey Chetwynd, 8th Viscount Chetwynd|url=https://en.wikipedia.org/w/index.php?title=Godfrey_Chetwynd,_8th_Viscount_Chetwynd&oldid=1355878192|journal=Wikipedia|language=en}}</ref> ==== Viscount de Vesci ==== * Did not attend the ball but attended several social events at about this time. * 4th Viscount de Vesci: John Robert William Vesey (23 December 1875 – 6 July 1903)<ref name=":1" /> * "The family seat was Abbeyleix House, near Abbeyleix, County Laois."<ref>{{Cite journal|date=2026-02-09|title=Viscount de Vesci|url=https://en.wikipedia.org/w/index.php?title=Viscount_de_Vesci&oldid=1337491855|journal=Wikipedia|language=en}}</ref> ==== Viscount Dillon ==== * Did not attend the ball, but several Dillons attended other social events at about this time. ==== Viscount Doneraile<ref>{{Cite journal|date=2026-01-16|title=Viscount Doneraile|url=https://en.wikipedia.org/w/index.php?title=Viscount_Doneraile&oldid=1333262628|journal=Wikipedia|language=en}}</ref> ==== * Did not attend the ball, but did attend the Warwick Bal Poudré and few other social events at about this time. * Hayes St Leger, 4th Viscount Doneraile (1818–1887) * Richard Arthur St Leger, 5th Viscount Doneraile (1825–1891) * Edward St Leger, 6th Viscount Doneraile (1866–1941) ==== [[Social Victorians/People/Downe|Viscount Downe]] ==== * Did not attend the ball but attended many social events at about this time. * Major-General Hugh Richard Dawnay, 8th Viscount Downe (20 July 1844 – 21 January 1924)<ref>{{Cite journal|date=2026-03-24|title=Hugh Dawnay, 8th Viscount Downe|url=https://en.wikipedia.org/w/index.php?title=Hugh_Dawnay,_8th_Viscount_Downe&oldid=1345146095|journal=Wikipedia|language=en}}</ref> * British Army general ==== Viscount Ferrard ==== * See Viscount Massereene, below. By the end of the century, it was the Viscount and Viscountess of Massereene and Ferrard. ==== Viscount Fitzmaurice ==== * A subsidiary title of the Marquess of Lansdowne (in the Peerage of Great Britain). * 6th Viscount Fitzmaurice, Henry Charles Keith Petty-FitzMaurice (5 July 1866 – 3 June 1927)<ref>"Henry Charles Keith Petty-FitzMaurice, 5th Marquess of Lansdowne." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 958 https://www.thepeerage.com/p959.htm#i9586.</ref> ==== Viscount Gage ==== * Henry Charles Gage, 5th Viscount Gage (1854–1912)<ref>{{Cite journal|date=2025-06-21|title=Viscount Gage|url=https://en.wikipedia.org/w/index.php?title=Viscount_Gage&oldid=1296646030|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but members of this family attended a number of social events at about this time. ==== Viscount Galway ==== * George Edmund Milnes Monckton-Arundell, 7th Viscount Galway (1844–1931), British conservative<ref>{{Cite journal|date=2025-08-08|title=George Monckton-Arundell, 7th Viscount Galway|url=https://en.wikipedia.org/w/index.php?title=George_Monckton-Arundell,_7th_Viscount_Galway&oldid=1304770631|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but Viscount and Viscountess Galway attended many social events at about this time. * Subsidiary Title ** Baron Monckton (in the Peerage of the United Kingdom) ==== Viscount Gormanston ==== * Did not attend the ball, has no social presence in the late 19th-century newspapers at this time. ==== [[Social Victorians/People/Gort|Viscount Gort]] ==== * Did not attend the ball, but attended some social events at about this time. * Standish Prendergast Vereker, 4th Viscount Gort (1819–1900)<ref>"Standish Prendergast Vereker, 4th Viscount Gort." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 4626 https://www.thepeerage.com/p4627.htm#i46261.</ref> * John Gage Prendergast Vereker, 5th Viscount Gort (1849–1902)<ref>{{Cite journal|date=2025-05-28|title=John Vereker, 5th Viscount Gort|url=https://en.wikipedia.org/w/index.php?title=John_Vereker,_5th_Viscount_Gort&oldid=1292670203|journal=Wikipedia|language=en}}</ref> ==== Viscount Grandison ==== * Did not attend the ball, has no social presence in the late 19th-century newspapers at this time. * The Viscount Grandison is a subsidiary title of the Earl of Jersey in the Peerage of England. ==== Viscount Grimston ==== * Subsidiary title of the Earl of Verulam (in the Peerage of the United Kingdom) * Did not attend the ball, but a number of members of this family attended social events at about this time. ==== Viscount Harberton ==== * Did not attend the ball; Viscountess Harberton is mentioned once in social events at about this time so far. * James Spencer Pomeroy, 6th Viscount Harberton (1836–1912)<ref>"James Spencer Pomeroy, 6th Viscount Harberton." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person Page 4315 https://www.thepeerage.com/p43151.htm#i431502.</ref> * Florence Wallace Pomeroy, Viscountess Harberton (1843–1911), suffragette, cyclist, President of the Rational Dress Society<ref>{{Cite journal|date=2026-03-12|title=Florence Wallace Pomeroy, Viscountess Harberton|url=https://en.wikipedia.org/w/index.php?title=Florence_Wallace_Pomeroy,_Viscountess_Harberton&oldid=1343082631|journal=Wikipedia|language=en}}</ref> ==== Viscount Lifford ==== * Did not attend the ball; the only social event at about this time so far is the Queen's Diamond Jubilee garden party. * James Hewitt, 4th Viscount Lifford (1811–1887)<ref>{{Cite journal|date=2025-09-11|title=James Hewitt, 4th Viscount Lifford|url=https://en.wikipedia.org/w/index.php?title=James_Hewitt,_4th_Viscount_Lifford&oldid=1310741456|journal=Wikipedia|language=en}}</ref> * James Wilfrid Hewitt, 5th Viscount Lifford (12 October 1837 – 20 March 1913)<ref>"James Wilfrid Hewitt, 5th Viscount Lifford." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person Page 2227 https://www.thepeerage.com/p22271.htm#i222701.</ref> ==== Earl of Listowel ==== * Pronounced "Lish-''toe''-ell."<ref>{{Cite journal|date=2024-10-15|title=Earl of Listowel|url=https://en.wikipedia.org/w/index.php?title=Earl_of_Listowel&oldid=1251322273|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but hosted and attended social events at about this time. * William Hare, 3rd Earl of Listowel (1833–1924)<ref>{{Cite journal|date=2026-04-17|title=William Hare, 3rd Earl of Listowel|url=https://en.wikipedia.org/w/index.php?title=William_Hare,_3rd_Earl_of_Listowel&oldid=1349570352|journal=Wikipedia|language=en}}</ref>, Irish peer * Subsidiary Title ** Viscount Ennismore and Listowel ** Baron Ennismore ==== Viscount Massereene ==== * Did not attend the ball but did attend a few events at about this time. See Viscount Ferrard, above. By the end of the century, it was the Viscount and Viscountess of Massereene and Ferrard. * Anglo-Irish * Clotworthy John Eyre Skeffington, 11th Viscount Massereene (9 October 1842 – 26 June 1905)<ref>{{Cite journal|date=2024-11-23|title=Clotworthy Skeffington, 11th Viscount Massereene|url=https://en.wikipedia.org/w/index.php?title=Clotworthy_Skeffington,_11th_Viscount_Massereene&oldid=1259199982|journal=Wikipedia|language=en}}</ref> and 4th Viscount Ferrard (28 April 1863 – 26 June 1905) ==== Viscount Molesworth ==== * Did not attend the ball, but attended the Warwick Bal Poudré and a number of other social events at about this time. * Samuel Molesworth, 8th Viscount Molesworth (1829–1906), may have been a Quaker ==== Viscount Monck ==== * Did not attend the ball, but attended a number of social events at about this time. * Charles Stanley Monck, 4th Viscount Monck (1819–1894)<ref>{{Cite journal|date=2026-04-05|title=Charles Monck, 4th Viscount Monck|url=https://en.wikipedia.org/w/index.php?title=Charles_Monck,_4th_Viscount_Monck&oldid=1347311992|journal=Wikipedia|language=en}}</ref>, British * Henry Power Charles Stanley Monck, 5th Viscount Monck (1849–1927)<ref>"Henry Power Charles Stanley Monck, 5th Viscount Monck of Ballytrammon." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 3880 https://www.thepeerage.com/p3881.htm#i38802.</ref> ==== Viscount Mountgarret ==== * Did not attend the ball, has no social presence in the late 19th-century newspapers at this time. ==== [[Social Victorians/People/Powerscourt|Viscount Powerscourt]] ==== * Mervyn Wingfield, 7th Viscount Powerscourt (1836–1904)<ref name=":0">{{Cite journal|date=2026-02-18|title=Mervyn Wingfield, 7th Viscount Powerscourt|url=https://en.wikipedia.org/w/index.php?title=Mervyn_Wingfield,_7th_Viscount_Powerscourt&oldid=1339057453|journal=Wikipedia|language=en}}</ref> * Did not attend the ball, but members of this family attended a number of social events at about this time. * Subsidiary Title ** Baron Powerscourt (in the Peerage of the United Kingdom), 1885<ref name=":0" /> ==== Viscount Southwell ==== * Did not attend the ball, though the Viscount and Viscountess attended a few social events at about this time. * 5th<ref name=":1" />: Arthur Robert Pyers Southwell (26 April 1878 – 5 October 1944)<ref>"Arthur Robert Pyers Southwell, 5th Viscount Southwell of Castle Mattress." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page https://www.thepeerage.com/p7550.htm#i75497.</ref> ==== Viscount Valentia ==== * Did not attend the ball, attended some social events at about this time. Was on the Welcome Council for the 1887 American Exhibition. === Barons and Baronesses === Not all the barons extant at the end of the 19th century and listed on the Wikipedia [[wikipedia:Peerage_of_Ireland|Peerage of Ireland]] page are here — only the ones who were active socially. ==== Baron Conway and Killultagh ==== * Did not attend the ball, but people from the Conway and Seymour families attended a number of social events at about this time. * Subsidiary title of the Marquess of Hertford (in the Peerage of England and Great Britain). * Francis Hugh George Seymour, 5th Marquess of Hertford (1812–1884)<ref>{{Cite journal|date=2026-04-05|title=Francis Seymour, 5th Marquess of Hertford|url=https://en.wikipedia.org/w/index.php?title=Francis_Seymour,_5th_Marquess_of_Hertford&oldid=1347294689|journal=Wikipedia|language=en}}</ref> * Hugh de Grey Seymour, 6th Marquess of Hertford (1843–1912)<ref>{{Cite journal|date=2026-04-05|title=Hugh Seymour, 6th Marquess of Hertford|url=https://en.wikipedia.org/w/index.php?title=Hugh_Seymour,_6th_Marquess_of_Hertford&oldid=1347303090|journal=Wikipedia|language=en}}</ref> ==== Baron Digby ==== * Did not attend the ball, but people from this family attended a number of social events at about this time. * Edward St Vincent Digby, 9th and 3rd Baron Digby (1809–1889)<ref>{{Cite journal|date=2025-12-15|title=Edward Digby, 9th Baron Digby|url=https://en.wikipedia.org/w/index.php?title=Edward_Digby,_9th_Baron_Digby&oldid=1327712265|journal=Wikipedia|language=en}}</ref> * Edward Henry Trafalgar Digby, 10th and 4th Baron Digby (1846–1920)<ref>{{Cite journal|date=2026-01-26|title=Edward Digby, 10th Baron Digby|url=https://en.wikipedia.org/w/index.php?title=Edward_Digby,_10th_Baron_Digby&oldid=1334892957|journal=Wikipedia|language=en}}</ref> ==== Baron Inchiquin ==== * Did not attend the ball, but people from this family attended a number of social events at about this time. * Edward Donough O'Brien, 14th Baron Inchiquin (1839–1900)<ref>{{Cite journal|date=2026-04-28|title=Edward O'Brien, 14th Baron Inchiquin|url=https://en.wikipedia.org/w/index.php?title=Edward_O%27Brien,_14th_Baron_Inchiquin&oldid=1351543832|journal=Wikipedia|language=en}}</ref> == Peerage of the United Kingdom of Great Britain and Ireland == After the forced 1801 Act of Union. === Earls and Countesses === ==== Earl of Limerick ==== * Did not attend the ball, but did attend a number of events at about this time. ==== Earl of Norbury ==== * Did not attend the ball, but attended some social events at about this time. * Subsidiary Title ** Baron Norbury ==== Earl of Ranfurly ==== * Did not attend the ball, and they have a small social presence in the newspapers in the 1880s and 1890s. ==== Earl of Rosse ==== * Did not attend the ball, but did attend a few events at about this time. == Irish Nationalists == == Irish Unionists == == Irish Aristocrats at the Duchess of Devonshire's 1897 Fancy-dress Ball == ==== [[Social Victorians/People/Abercorn|Duke and Duchess of Abercorn]] ==== * This dukedom is in the peerage of the United Kingdom of Great Britain and Ireland * James Hamilton, 1st Duke of Abercorn (1811–1885), elder son of Lord Hamilton, "styled Viscount Hamilton from 1814 to 1818 and The Marquess of Abercorn from 1818 to 1868, was a Conservative statesman who twice served as Lord Lieutenant of Ireland."<ref>{{Cite journal|date=2026-04-05|title=James Hamilton, 1st Duke of Abercorn|url=https://en.wikipedia.org/w/index.php?title=James_Hamilton,_1st_Duke_of_Abercorn&oldid=1347253763|journal=Wikipedia|language=en}}</ref> * James Hamilton, 2nd Duke of Abercorn (1838–1913), eldest son of the 1st Duke, "styled Viscount Hamilton until 1868 and Marquess of Hamilton from 1868 to 1885, was a British nobleman, courtier, and diplomat."<ref>{{Cite journal|date=2026-01-25|title=James Hamilton, 2nd Duke of Abercorn|url=https://en.wikipedia.org/w/index.php?title=James_Hamilton,_2nd_Duke_of_Abercorn&oldid=1334676058|journal=Wikipedia|language=en}}</ref> * Subsidiary Titles ** Marquess of Abercorn ** Viscount Hamilton ** Viscount Strabane, county Tyrone *Papers ==== [[Social Victorians/People/Bective|Marquess and Marchioness of Headfort]] ==== * Did not attend the ball, but a number of people in this family attended many social events at about this time. * Subsidiary Titles ** [[Social Victorians/People/Bective|Earl of Bective]] ** Viscount Headfort<ref name=":1" /> *** 4th: Thomas Taylour (6 December 1870 – 22 July 1894) *** 5th: Geoffrey Thomas Taylour (22 July 1894 – 29 January 1943) *Papers ==== [[Social Victorians/People/Londonderry|Marquess and Marchioness of Londonderry]] ==== * The Marquess and Marchioness attended the ball, she led one of the courts as Maria Thérèse, plus two of their children attended, one of whom is Viscount Castlereagh. * Charles Stewart Vane-Tempest-Stewart, 6th Marquess of Londonderry<ref>"Charles Stewart Vane-Tempest-Stewart, 6th Marquess of Londonderry." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 1277 https://www.thepeerage.com/p1278.htm#i12772.</ref> * Lady Theresa Susey Helen Chetwynd-Talbot, Marchioness of Londonderry<ref>"Lady Theresa Susey Helen Chetwynd-Talbot." ''The Peerage: A Genealogical Survey of the Peerage of Britain as Well as the Royal Families of Europe''. Person page 1277 https://www.thepeerage.com/p1278.htm#i12771.</ref> * Subsidiary Titles ** [[Social Victorians/People/Londonderry|Earl of Londonderry]] ** Viscount Castlereagh — Charles Stewart Henry Vane-Tempest-Stewart (6 November 1884 – 8 February 1915) *Papers ==== [[Social Victorians/People/Lucan|Earl of Lucan]] ==== * Some members of the family attended the ball, and the family attended a number of social events at this time. * Papers ==== [[Social Victorians/People/Ormonde|Marquess and Marchioness of Ormonde]] ==== * James Edward Butler, 3rd Marquess of Ormonde and 21st Earl of Ormonde (1844–1919)<ref>{{Cite journal|date=2026-05-03|title=Earl of Ormond (Ireland)|url=https://en.wikipedia.org/w/index.php?title=Earl_of_Ormond_(Ireland)&oldid=1352334266|journal=Wikipedia|language=en}}</ref> Now extinct; earldom dormant. Castle X was their manor, but they don't appear to have any papers. * Subsidiary Titles * Papers ==== [[Social Victorians/People/Antrim|Earl of Antrim]] ==== * Some members of this family attended the ball, though not the earl or countess. * Papers ==== [[Social Victorians/People/Arran|Earl of Arran]] ==== * Attended the ball. * Subsidiary Titles ** Viscount Sudley: 5th: Arthur Saunders William Charles Fox Gore (25 Jun 1884-14 Mar 1901), 5th Earl of Arran<ref name=":1" /> *Papers ==== [[Social Victorians/People/Belmore|Earl Belmore]] ==== * Did not attend the ball, although [[Social Victorians/People/Rowton|Montagu Lowry-Corry, 1st Baron Rowton]] did, but did attend a number of social events about this time. * 4th Earl: Somerset Richard Lowry-Corry (17 Dec 1845-6 Apr 1913)<ref>{{Cite journal|date=2026-04-17|title=Somerset Lowry-Corry, 4th Earl Belmore|url=https://en.wikipedia.org/w/index.php?title=Somerset_Lowry-Corry,_4th_Earl_Belmore&oldid=1349375684|journal=Wikipedia|language=en}}</ref> * Subsidiary Title ** Viscount Belmore (though the subsidiary title for the heir apparent is Viscount Corry?) *Papers ==== [[Social Victorians/People/Dunraven|Earl of Dunraven and Mount-Earl]] ==== * The [[Social Victorians/People/Dunraven|Earl of Dunraven and Mount-Earl]] and Countess of Dunraven, and their daughter Lady Aileen May Wyndham-Quin attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] at Devonshire House. * Windham Wyndham-Quin, 4th Earl of Dunraven and Mount-Earl (1841–1926)<ref>{{Cite journal|date=2026-05-22|title=Windham Wyndham-Quin, 4th Earl of Dunraven and Mount-Earl|url=https://en.wikipedia.org/w/index.php?title=Windham_Wyndham-Quin,_4th_Earl_of_Dunraven_and_Mount-Earl&oldid=1355461019|journal=Wikipedia|language=en}}</ref>, Anglo-Irish * Papers ==== [[Social Victorians/People/Cole|Earl and Countess of Enniskillen]] ==== * The Earl and Countess and a daughter attended the ball. Papers in PRONI. * Subsidiary Title ** 4th Viscount Enniskillen: Lowry Egerton Cole (12 November 1886 – 28 April 1924)<ref name=":1" /> *Papers ==== [[Social Victorians/People/Crichton|Earl of Erne]] ==== * Some members of the family attended the ball. Papers in PRONI. * The newspapers were very inconsistent in the spelling of the family name Crichton. * Subsidiary Title ** Viscount Erne<ref name=":1" /> *** 3rd Earl of Erne: John Crichton (10 June 1842 – 3 October 1885) *** 4th Earl of Erne: John Henry Crichton (3 October 1885 – 2 December 1914) *Papers ==== [[Social Victorians/People/Gosford|Earl of Gosford]] ==== * The Earl and Countess of Gosford attended the ball, as did a son and a daughter. They attended many social events at about this time. * Subsidiary Title ** Viscount Gosford of Market Hill, co. Armagh<ref name=":1" /> *** 5th Earl of Gosford: Archibald Brabazon Sparrow Acheson (15 June 1864 – 11 April 1922) *Papers ==== Earl of Kerry ==== * Subsidiary title of the [[Social Victorians/People/Lansdowne|Marquess of Lansdowne]] (in the peerage of Great Britain). Attended the ball. * Subsidiary Titles ** Viscount Clanmaurice *Papers ==== [[Social Victorians/People/Kilmorey|Earl of Kilmorey]] ==== * Anglo-Irish * Nellie Countess of Kilmorey attended the ball; Francis, 3rd Earl was alive at the time, did he attend? Both he and she attended a number of social events from about this time. * Papers ==== [[Social Victorians/People/Mayo|Earl of Mayo]] ==== * Some members of the family attended the ball. * Viscount Mayo of Monycrower, co. Mayo<ref name=":1" /> ** 7th Earl of Mayo: Dermot Robert Wyndham Bourke (8 February 1872 – 31 December 1927) *Papers ==== [[Social Victorians/People/Midleton|Viscount Midleton]] ==== * Some people from this family seem to have attended the ball as well as many other social events at about this time. * William Brodrick, 8th Viscount Midleton (6 January 1830 – 18 April 1907), "Irish peer, landowner and Conservative politician in both Houses of Parliament"<ref>{{Cite journal|date=2025-01-05|title=William Brodrick, 8th Viscount Midleton|url=https://en.wikipedia.org/w/index.php?title=William_Brodrick,_8th_Viscount_Midleton&oldid=1267418489|journal=Wikipedia|language=en}}</ref> * Sight and hearing disabilities caused by intermarriage. A daughter became a Republican. * Papers ==== Baron Carrington ==== * [[Social Victorians/People/Carrington|Charles Robert Wynn-Carington, 1st Marquess of Lincolnshire]] (1843–1928) attended the ball. * Baron Carrington is a subsidiary title of the Marquess of Lincolnshire (created in 1912; Earl Carrington created in 1895).<ref>{{Cite journal|date=2026-05-20|title=Baron Carrington|url=https://en.wikipedia.org/w/index.php?title=Baron_Carrington&oldid=1355207880|journal=Wikipedia|language=en}}</ref> * Papers ==== Baron Dufferin and Claneboye<ref>{{Cite journal|date=2026-02-07|title=Baron Dufferin and Claneboye|url=https://en.wikipedia.org/w/index.php?title=Baron_Dufferin_and_Claneboye&oldid=1337113957|journal=Wikipedia|language=en}}</ref> ==== * Members of this family did attend the ball as well as many social events at about this time. * [[Social Victorians/People/Hamilton Temple Blackwood|Frederick Temple Hamilton-Temple-Blackwood]], 1st Marquess of Dufferin and Ava (1826–1902)<ref>{{Cite journal|date=2026-05-27|title=Frederick Hamilton-Temple-Blackwood, 1st Marquess of Dufferin and Ava|url=https://en.wikipedia.org/w/index.php?title=Frederick_Hamilton-Temple-Blackwood,_1st_Marquess_of_Dufferin_and_Ava&oldid=1356387854|journal=Wikipedia|language=en}}</ref> * Papers ==== Baron Garvagh ==== * [[Social Victorians/People/Garvagh|Florence Canning, Lady Garvagh]] attended the [[Social Victorians/1897 Fancy Dress Ball|Duchess of Devonshire's fancy-dress ball]] at Devonshire House. * Charles John Spencer George Canning, 3rd Baron Garvagh (1852–1915)<ref>{{Cite journal|date=2026-02-06|title=Baron Garvagh|url=https://en.wikipedia.org/w/index.php?title=Baron_Garvagh&oldid=1336941309|journal=Wikipedia|language=en}}</ref> * Papers ==== Baron Rossmore of Monaghan ==== * A [[Social Victorians/People/Naylor|Miss Naylor]] (Lady Rossmore's sister) of this family attended the ball. * Derrick Warner William Westenra, 5th Baron Rossmore (1853–1921)<ref>{{Cite journal|date=2024-08-27|title=Derrick Westenra, 5th Baron Rossmore|url=https://en.wikipedia.org/w/index.php?title=Derrick_Westenra,_5th_Baron_Rossmore&oldid=1242602083|journal=Wikipedia|language=en}}</ref> * Papers == References == {{reflist}} 59xyvqu5x6vyt1dxd4v6srmc6vd32kf 0 329841 2812782 2811565 2026-06-04T15:28:25Z Kirby - Electrotechnics 3074947 The Neck and Optional Parts sections. 2812782 wikitext text/x-wiki [[Banjo]] anatomy refers to the structural and functional components used in creating a banjo. A banjo can first be seen split into two sections: the neck and the pot assembly.<ref>https://banjo.com/anatomy-and-design-understanding-the-construction-of-the-banjo/</ref> == The Neck and its parts == The neck of the banjo is a long piece of wood there to give distance between the nut and the bridge, which is known as the [[w:Scale_length_(string_instruments) | scale length]]. The scale length is the distance of the string that vibrates when it is played. The neck is usually made out of a dense wood such as Maple, Mahogany, or Walnut.<ref>https://banjonews.com/2012-02/does_neck_wood_matter.html</ref> It was originally made out of a single piece of wood, and as manufacturing advanced, manufacturers constructed them from multiple pieces or used lamination to improve durability. === Headstock === On a banjo, the headstock contains four tuning machines and may include a manufacturer logo or decorative inlays and shaping. The tuning machine is made of three parts: pegs, posts, and gears. === Nut === The nut is a small piece of bone, plastic, or metal located between the headstock and fingerboard. It spaces the strings evenly and establishes one end of the instrument's vibrating string length. This identifies one end of a strings scale length to play a certain note, unless a string gets pressed down on the fingerboard. The other end of the strings scale length is located at the bridge. === Fingerboard === The fingerboard on the most common banjos refers to the flat surface attached to the neck. It contains frets or fret markers and provides the area where the player presses the strings to change pitch. People often create banjos with modifications that use an unfretted fingerboard or radiused fingerboard. === Heel === The heel refers to the widened portion of the neck that attached to the pot. The way this fits affects neck alignment. See Neck Attachment Systems for more on how this section attaches. == The Pot Assembly and its parts == === Necessary Parts === ==== Rim ==== ==== Head ==== ==== Neck Attachment System ==== ===== Coordinator rod ===== ===== Dowel stick ===== ===== Glue and Bolts ===== ==== Head Tension System ==== ===== Tacked Heads ===== ===== Hooks and Nuts ===== ====== Bracket Shoes ====== ====== Flange ====== ==== Tension Hoop ==== ==== Tailpiece ==== ==== Bridge ==== === Optional Parts === ==== Tone Ring ==== A tone ring can be made from metal (Steel, Rolled Brass, Bell Bronze, and other alloys), wood, or carbon-fiber. The general rule for the tone is that the harder and stiffer the material, the more bright the sound, and softer materials provide a warmer tone. Increased weight in the tone ring also increases the sustain. <ref>{{Cite web|url=https://blog.deeringbanjos.com/what-banjo-tone-rings-do|title=What Does a Banjo Tone Ring Do?|last=Hunn|first=Barry|website=blog.deeringbanjos.com|language=en-us|access-date=2026-06-04}}</ref> ==== Resonator ==== A resonator refers to the wooden back that is attached to the pot. This allows for more sound to project through the head of the banjo, rather than the sound that already projects towards your abdomen. ==== Armrest ==== An armrest is a metal or wooden piece attached to the rim, used above the head of the banjo, so that the wrist and forearm don't rest directly onto the head of the banjo. This increases comfort and decreases the sound loss from resting an arm on the resonating head of a banjo. == Sources == [[Category:Banjo]] icaarnfa9xqis432an6s41op0k4yod4 0 329922 2812761 2812742 2026-06-04T12:05:06Z Mrchristian 281704 /* 6. AI LLM: Agentic coding */ 2812761 wikitext text/x-wiki Linked Open Exhibitions (Prototype): https://nfdi4culture.github.io/linked-open-exhibition/ Back to main course: [[BIM-126-02-Data-Science-Linked-Open-Exhibition]] DE version - see language switcher - top right. Tasks: # Complete the Wikidata entry for a Sprengel Museum exhibition # Completion of the GitHub task of forking repository and publishing Wikidata entry https://github.com/mrchristian/prototype or https://github.com/NFDI4Culture/prototype-linkedOE # Adding Data Model mapping to standards to forked repository # Adding SPARQL Query network diagram to forked repository # Adding ORCID ID to forked repository # AI LLMs: ## Agentic coding: VSCode Copilot exercise ## Document AI LLM use with list of use, pro and cons, and attribution # Completion of project section of Linked Open Exhibitions ## The three sections: ### Wikidata Exhibition entries ### DNB (Library metadata) entries sorting ### Exhibition catalogue scan - Text and Data Mining --- ==== 1: Complete the Wikidata entry for a Sprengel Museum exhibition ==== [[File:Timeline 2026 06 02.jpg|alt=Timeline|left|thumb]] [[File:Network 2026 06 02.jpg|alt=Graph|left|thumb]] # Record minimal information for an exhibition in Wikidata as Linked Open Data: Title, museum, date, etc. e.g., https://www.wikidata.org/wiki/Q138547468 – See: Table 1: ''Minimal data entries for an exhibition'' # View the exhibition record in Wikidata Query Service results link ## timeline https://w.wiki/J8NJ ## graph https://w.wiki/J8aS # Review exhibition entries. # Cover topics raised by making a LOD entry: Wikidata basics, Wikidata good practice, consulting schemas, importance of review and using GitHub Issues, comparing available data – before and after. The exercise: Create a Linked Open Data record for an exhibition using Wikidata (minimal entry). ===== A. Creating the exhibition entry in Wikidata. ===== # Login to Wikidata: https://www.wikidata.org/ # Have a source at hand to make a data entry, e.g., #* https://www.sprengel-museum.de/ausstellungen/archiv #* https://www.sprengel-museum.de/besuch?view=article&id=65:publikationen&catid=2:uncategorised #* https://portal.dnb.de/opac/showFullRecord?currentResultId=sprengel+and+museum+and+ausstellung%26any&currentPosition=1 # Check there is no existing entry for the exhibition is on Wikidata. Use the search function. # Create an item or edit an existing item. #* Note: Check which language you are using. We will be adding Deutsch and English entries (starting with Deutsch). # Create the following data entries in Wikidata, see: Table 1: ''Minimal data entries for an exhibition.'' # Review exhibition Wikidata entries. Review is carried out by using three questions. Add comments if needed, corrections can be made. Results and notes can be added to the Discussion Page of the entry, e.g., #* All entries present [ ] #* All entries correct [ ] #* Entries are in Deutsch and English – within reason [ ] # References can be added: Source URLs, date accessed ===== ''Table'' ''1: Minimal data entries for an exhibition'' ===== {| class="wikitable" | colspan="7" |'''Fields used to make an exhibition entry. See example: https://www.wikidata.org/wiki/Q138547468''' |- |A |Label | colspan="5" |Note: Keep short. Use title from exhibition |- |B |Description | colspan="5" |Note: Use to differentiate from other entries. Follow this example: Gabriela Jolowicz Holzschnitte Ausstellung im Sprengel Museum, Hannover, 2026 |- | |'''Property (P) and Item (Q)''' |'''URI''' |'''DE''' |'''EN''' |'''Add''' |'''Note''' |- |1 |P31 |https://www.wikidata.org/wiki/Property:P31 |ist ein(e) |instance of |Q464980 |Add item |- |2 |Q464980 |https://www.wikidata.org/wiki/Q464980 |Ausstellung |Exhibition | |(Used above) |- |3 |P1476 |https://www.wikidata.org/wiki/Property:P1476 |Titel |Title |Title |Plain text |- |4 |P276 |https://www.wikidata.org/wiki/Property:P276 |Ort |Location |Sprengel Museum Hannover Q510144 |Add item |- |5 |P580 |https://www.wikidata.org/wiki/Property:P580 |Startzeitpunkt |Start time |Date |YYYY-MM-DD |- |6 |P582 |https://www.wikidata.org/wiki/Property:P582 |Endzeitpunkt |End time |Date |YYYY-MM-DD |- |7 |P1640 |https://www.wikidata.org/wiki/Property:P1640 |Kurator |Curator |Person |Add item (if don't exists will need to create/can omit at present) |- |8 |P710 |https://www.wikidata.org/wiki/Property:P710 |Teilnehmer |Participant |Person (the artist) |Add item (if don't exists will need to create/can omit at present) |- |9 |P856 |https://www.wikidata.org/wiki/Property:P856 |offizielle Website |Official website |URL |URL |} --- == 2. Completion of the GitHub task of forking repository and publishing Wikidata entry == [[File:Wikidata 2026 06 02.jpg|left|thumb]] Completion of the GitHub task of forking repository and publishing Wikidata entry https://github.com/mrchristian/prototype or https://github.com/NFDI4Culture/prototype-linkedOE Tools: Quarto, GitHub, VS Code, Jupyter Notebooks, Codespace if needed, copilot: Agentic Coding) '''Requirements''' # A laptop or computer where you can install VScode # You will need 2FA on your mobile (optional) # Create a GitHub account # Install VScode # Connect Github account to VScode # Create GitHub reposoitory '''Fork the following repository:''' https://github.com/mrchristian/prototype Create a page for the quarto project that retrieves the data used for thie Wikidata item and renders it as professional webpage ''<Insert your exhibition here – or use this one>''  https://www.wikidata.org/wiki/Q138547468 The approach should create a SPARQL query for the data and then render this as HTML using a Jupyter Notebook. All entries: https://tib.cloud/s/fncf8W6pXs8qgiq (needs password) ===== Tasks ===== * Change exhibition - manual * Run Jupyter Notebook * Run and preview Quarto * Publish to your GitHub Pages ===== Step-by-step ===== ====== Part one: Working environment ====== '''''NOTE: If you are having problems running locally then use the Codespace online option.''''' # Create GitHub account - https://github.com/ # Have 2FA available - usually on mobile (Google authenticator) (optional) # Install VSCode - https://code.visualstudio.com/download # Install GitHub Desktop - https://desktop.github.com/download/ # Add Github account when prompted, use 2FA ====== Step two: The prototype ====== # Fork the repository: https://github.com/mrchristian/prototype # If working locally continue - if using Codespace - launch Codespace (see below and then continue) # Test Quarto in the Terminal: ## <code>quarto check</code> ## <code>quarto render</code> ## <code>quarto preview</code> (control C - to stop) # If not working run Quarto from Agent # Change Wikidata exhibition in Notebook # Run notebook # Run <code>quarto render</code> <code>quarto preview</code> # Save all (or use auto save) # Git: Message, Commit and Push # On GitHub.com your repository ## Turn on Pages: GitHub Actions ## Code: About cog - Click use my GitHub Pages ## Actions tab: Publish Quarto Project # ENDE - Rinse repeat :-) ===== Codespace option: ===== Videolink: https://tib.cloud/s/LDtkN6QsdFkGGR6 (10 Minuten Zeit) Codespace is an online Virtual Machine which can be launched from GitHub. The repository includes a Dev Container configuration so you can work entirely in the browser without installing anything locally. # On the repository page on GitHub, click Code → Codespaces → Create codespace on main. # Wait for the container to build — Python packages from <code>requirements.txt</code> are installed automatically - about 5 minu3. Adding Data Model mapping to standards to forked repositorytes. # Once everything is installed the Codespace can be used anytime. It automatically shutsdown when left alone and can be restarted any time. # Work done in Codespace must be pushed back to the repository. # If Codespace is not used for 28 days the Codespace is deleted. --- == 3. Adding Data Model mapping to standards to forked repository == Four data models have been made for the project. The data models have been mapped to sector data schemas: Wikidata; CIDOC CRM; and Wikibase4Research. See: https://nfdi4culture.github.io/linked-open-exhibition/ Choose data models that relate to your Wikidata entry. Data models are: * Artist Data Model * Exhibition Data Model * DNB Catalogue Data Model * Item in Exhibition Data Model Copy the .qmd files used over to your repository and insert them in your Quarto YAML file _quarto.yml like so: website:   <code>title: "BIM Prototype 02"</code> <code>  navbar:</code> <code>    left:</code> <code>          - href: artist-datamodel.qmd</code> <code>            text: Artist Data Model</code> <code>          - href: exhibition-datamodel.qmd</code> <code>            text: Exhibition Data Model</code> <code>          - href: dnb-catalogue-datamodel.qmd</code> <code>            text: DNB Catalogue Data Model</code> <code>          - href: item-in-exhibition-datamodel.qmd</code> <code>            text: Item in Exhibition Data Model</code> == 4. Adding SPARQL Query network diagram to forked repository == '''Visualizing the Wikidata Item as a Graph''' https://github.com/mrchristian/prototype The following cell renders a graph visualization of the relationships for the selected Wikidata item. This helps to see how the item is connected to other entities via its properties. In your Quarto project the Jupyter Lab Notebook will render the graph automatically<blockquote>wikidata-item.ipynb</blockquote> # In cell 2 input your Wikidata QID, e.g., item_id = "Q138572982" # Click Run All at the top of the Jupyter Lab Notebook. The graph will then render. # Once rendered you can preview your Quarto publication. Then render Quarto and push to GitHub. [[File:Graph of exhibition 2026 06 02.png|alt=Graph of exhibition 2026 06 02|frame|center]] == 5. Adding ORCID ID to forked repository == '''ORCID''' (Open Researcher and Contributor ID) is a free, unique, persistent digital identifier that distinguishes you from other researchers. It’s a 16-digit identifier in the format: <code>XXXX-XXXX-XXXX-XXXX</code> See full details here: https://nfdi4culture.github.io/linked-open-exhibition/ ==== How to Get an ORCID ==== # '''Visit''': orcid.org # '''Click''': “Sign in” → “Register for an ORCID iD” # '''Provide''': #* Given name and family name #* Email address #* Password #* Affiliation (optional but recommended) # '''Verify''': Confirm your email address # '''Complete''': Your 16-digit ORCID will be generated immediately ==== Add to Quarto ==== _quarto.yml <code>project''':'''</code> <code>type''':''' website</code> <code>title''':''' "My Project"</code> <code>metadata''':'''</code> <code>author''':'''</code> <code>'''-''' name''':''' Jane Researcher</code> <code>- orcid''':''' 0000-0002-1234-5678</code> ==== Add to CFF Citation File Format ==== This will make your repository citable on GitHub. Ask Copilot to generate a CFF file in the top level of your repository and add your ORCID. == 6. AI LLM: Agentic assistent/coding == For the project Copilot is used in VSCode for limited agentic coding. A GitHub account is needed to use Copilot and the user must agree to TnCs. A free account will be used. Once logged into VSCode, see the menu item: View > Chat to access the AI on the right. Use Agent mode. ==== Exercises: ==== # Ask the agent to create a CFF file and add you ORCID ID. Promt: create a CFF file and add my ORCID ID <code>XXXX-XXXX-XXXX-XXXX</code> # Ask the agent to create a .QMD file describing your exhibition, give it Wikidata QID, and ask it to add the page to your Quarto project. # Ask the agent to render and push your Auarto project to Git. ==== Request an account with KISSKI this can be used later for code and questions. ==== „KI-Servicezentrum für Sensible und Kritische Infrastrukturen“ (KISSKI) can be used for unmetered ChatGPT5 <nowiki>https://kisski.gwdg.de/leistungen/2-02-llm-service/</nowiki> | <nowiki>https://chat-ai.academiccloud.de/chat</nowiki> 9m9jsshanbcmhvn6yn9tk7xk6s9aqwm 2 329962 2812765 2026-06-04T12:55:54Z Atcovi 276019 Atcovi moved page [[User:Atcovi/Wikiversity:Pseudoscience]] to [[Wikiversity:Original research and scholarly standards]]: moving to Wikiversity space as a draft proposal 2812765 wikitext text/x-wiki #REDIRECT [[Wikiversity:Original research and scholarly standards]] o57ns693n9micjcwtyf0ephbylodks7 4 329965 2812784 2026-06-04T15:54:11Z Codename Noreste 2969951 Creating, feel free to expand if needed. 2812784 wikitext text/x-wiki {{Draft}} Wikiversity [[Wikiversity:Support staff|support staff]] ([[Wikiversity:Curatorship|curators]], [[Wikiversity:Custodianship|custodians]] and [[Wikiversity:Bureaucratship|bureaucrats]]) are considered inactive if they have made no edits and logged actions within the past two years. == Process == # A notice is sent to the [[Wikiversity:Colloquium|Colloquium]], listing the inactive support staff. # An inactive support staff member is notified on their talk page, explaining that their rights may be removed. {{tlx|Inactive curator}} may be used for the notification. # If no response is received from the inactive support staff member within two weeks, whether through their talk page or the Colloquium, the rights will be removed. A custodian will remove the curator permission locally, while a steward will be asked to remove bureaucrat and/or custodian permissions (per [[m:Steward requests/Permissions#Removal of access]]). [[Category:Wikiversity administration|Inactivity policy]] lx0sj8tfav2g3ju29t9c5il9ogaa9s3 6 329966 2812788 2026-06-04T18:01:40Z Young1lim 21186 |Description=2. Newton-Raphson Method (20260603 - 20260602) |Source={{own|Young1lim}} |Date=2026-06-04 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} 2812788 wikitext text/x-wiki == Summary == |Description=2. Newton-Raphson Method (20260603 - 20260602) |Source={{own|Young1lim}} |Date=2026-06-04 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 0nmnbafcjacnjknz9npvglxfjk4p4q0 6 329967 2812790 2026-06-04T18:03:06Z Young1lim 21186 |Description=2. Newton-Raphson Method (20260604 - 20260603) |Source={{own|Young1lim}} |Date=2026-06-04 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} 2812790 wikitext text/x-wiki == Summary == |Description=2. Newton-Raphson Method (20260604 - 20260603) |Source={{own|Young1lim}} |Date=2026-06-04 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 8olpdnpj1sh1ugvdeqpltgywzjh5u74 14 329968 2812808 2026-06-05T08:35:09Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book]]" 2812808 wikitext text/x-wiki [[Category:Motivation and emotion/Book]] el9qvhucy3r3wr6hsy1s5wiw7gf7i80 2812809 2812808 2026-06-05T08:36:20Z Jtneill 10242 + [[Category:Neurodiversity]] 2812809 wikitext text/x-wiki [[Category:Motivation and emotion/Book]] [[Category:Neurodiversity]] rmef48fe7i5gd70ozhbop9ui8ih1vw9 14 329969 2812810 2026-06-05T08:39:58Z Jtneill 10242 Created page with "[[Category:Psychology]]" 2812810 wikitext text/x-wiki [[Category:Psychology]] bux012wg2a14ed7k6i7ryf5tmcwkrsy 0 329971 2812816 2026-06-05T11:03:26Z Wmbata 3084293 Created page with "== Introduction == The married and unmarried daughters of a particular clan or village in ala Igbo. While Igbo society is about tracing descent through the male, Ndi Umuada serve as a vital checks and balances in the society. They represent a collective authority that balances the political power held by the males. Their words and decisions are highly respected and are often final." 2812816 wikitext text/x-wiki == Introduction == The married and unmarried daughters of a particular clan or village in ala Igbo. While Igbo society is about tracing descent through the male, Ndi Umuada serve as a vital checks and balances in the society. They represent a collective authority that balances the political power held by the males. Their words and decisions are highly respected and are often final. pkumxvahkpcbbz18fl4zgtaozzqlwvh 2812828 2812816 2026-06-05T11:58:35Z Jtneill 10242 + [[w:ala Igbo|ala Igbo]] 2812828 wikitext text/x-wiki == Introduction == The married and unmarried daughters of a particular clan or village in [[w:ala Igbo|ala Igbo]]. While Igbo society is about tracing descent through the male, Ndi Umuada serve as a vital checks and balances in the society. They represent a collective authority that balances the political power held by the males. Their words and decisions are highly respected and are often final. ji6pnyj74gfjzjfg874ytbxfkdb32be 3 329972 2812827 2026-06-05T11:56:09Z Jtneill 10242 Welcome 2812827 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Wmbata!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. 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